Daily Papers

We introduce Phi-4-reasoning, a 14-billion parameter reasoning model that achieves strong performance on complex reasoning tasks. Trained via supervised fine-tuning of Phi-4 on carefully curated set of "teachable" prompts-selected for the right level of complexity and diversity-and reasoning demonstrations generated using o3-mini, Phi-4-reasoning generates detailed reasoning chains that effectively leverage inference-time compute. We further develop Phi-4-reasoning-plus, a variant enhanced through a short phase of outcome-based reinforcement learning that offers higher performance by generating longer reasoning traces. Across a wide range of reasoning tasks, both models outperform significantly larger open-weight models such as DeepSeek-R1-Distill-Llama-70B model and approach the performance levels of full DeepSeek-R1 model. Our comprehensive evaluations span benchmarks in math and scientific reasoning, coding, algorithmic problem solving, planning, and spatial understanding. Interestingly, we observe a non-trivial transfer of improvements to general-purpose benchmarks as well. In this report, we provide insights into our training data, our training methodologies, and our evaluations. We show that the benefit of careful data curation for supervised fine-tuning (SFT) extends to reasoning language models, and can be further amplified by reinforcement learning (RL). Finally, our evaluation points to opportunities for improving how we assess the performance and robustness of reasoning models.

This work investigates large language models (LLMs) as teachable agents for learning by teaching (LBT). LBT with teachable agents helps learners identify their knowledge gaps and discover new knowledge. However, teachable agents require expensive programming of subject-specific knowledge. While LLMs as teachable agents can reduce the cost, LLMs' over-competence as tutees discourages learners from teaching. We propose a prompting pipeline that restrains LLMs' competence and makes them initiate "why" and "how" questions for effective knowledge-building. We combined these techniques into TeachYou, an LBT environment for algorithm learning, and AlgoBo, an LLM-based tutee chatbot that can simulate misconceptions and unawareness prescribed in its knowledge state. Our technical evaluation confirmed that our prompting pipeline can effectively configure AlgoBo's problem-solving performance. Through a between-subject study with 40 algorithm novices, we also observed that AlgoBo's questions led to knowledge-dense conversations (effect size=0.73). Lastly, we discuss design implications, cost-efficiency, and personalization of LLM-based teachable agents.

Designing high-quality educational questions is a challenging and time-consuming task. In this work, we propose a novel approach that utilizes prompt-based techniques to generate descriptive and reasoning-based questions. However, current question-answering (QA) datasets are inadequate for conducting our experiments on prompt-based question generation (QG) in an educational setting. Therefore, we curate a new QG dataset called EduProbe for school-level subjects, by leveraging the rich content of NCERT textbooks. We carefully annotate this dataset as quadruples of 1) Context: a segment upon which the question is formed; 2) Long Prompt: a long textual cue for the question (i.e., a longer sequence of words or phrases, covering the main theme of the context); 3) Short Prompt: a short textual cue for the question (i.e., a condensed representation of the key information or focus of the context); 4) Question: a deep question that aligns with the context and is coherent with the prompts. We investigate several prompt-based QG methods by fine-tuning pre-trained transformer-based large language models (LLMs), namely PEGASUS, T5, MBART, and BART. Moreover, we explore the performance of two general-purpose pre-trained LLMs such as Text-Davinci-003 and GPT-3.5-Turbo without any further training. By performing automatic evaluation, we show that T5 (with long prompt) outperforms all other models, but still falls short of the human baseline. Under human evaluation criteria, TextDavinci-003 usually shows better results than other models under various prompt settings. Even in the case of human evaluation criteria, QG models mostly fall short of the human baseline. Our code and dataset are available at: https://github.com/my625/PromptQG

Readability metrics and standards such as Flesch Kincaid Grade Level (FKGL) and the Common European Framework of Reference for Languages (CEFR) exist to guide teachers and educators to properly assess the complexity of educational materials before administering them for classroom use. In this study, we select a diverse set of open and closed-source instruction-tuned language models and investigate their performances in writing story completions and simplifying narratives--tasks that teachers perform--using standard-guided prompts controlling text readability. Our extensive findings provide empirical proof of how globally recognized models like ChatGPT may be considered less effective and may require more refined prompts for these generative tasks compared to other open-sourced models such as BLOOMZ and FlanT5--which have shown promising results.

Prompting Large Language Models (LLMs), or providing context on the expected model of operation, is an effective way to steer the outputs of such models to satisfy human desiderata after they have been trained. But in rapidly evolving domains, there is often need to fine-tune LLMs to improve either the kind of knowledge in their memory or their abilities to perform open ended reasoning in new domains. When human's learn new concepts, we often do so by linking the new material that we are studying to concepts we have already learned before. To that end, we ask, "can prompting help us teach LLMs how to learn". In this work, we study a novel generalization of instruction tuning, called contextual fine-tuning, to fine-tune LLMs. Our method leverages instructional prompts designed to mimic human cognitive strategies in learning and problem-solving to guide the learning process during training, aiming to improve the model's interpretation and understanding of domain-specific knowledge. We empirically demonstrate that this simple yet effective modification improves the ability of LLMs to be fine-tuned rapidly on new datasets both within the medical and financial domains.

We explore the automatic generation of interactive, scenario-based lessons designed to train novice human tutors who teach middle school mathematics online. Employing prompt engineering through a Retrieval-Augmented Generation approach with GPT-4o, we developed a system capable of creating structured tutor training lessons. Our study generated lessons in English for three key topics: Encouraging Students' Independence, Encouraging Help-Seeking Behavior, and Turning on Cameras, using a task decomposition prompting strategy that breaks lesson generation into sub-tasks. The generated lessons were evaluated by two human evaluators, who provided both quantitative and qualitative evaluations using a comprehensive rubric informed by lesson design research. Results demonstrate that the task decomposition strategy led to higher-rated lessons compared to single-step generation. Human evaluators identified several strengths in the LLM-generated lessons, including well-structured content and time-saving potential, while also noting limitations such as generic feedback and a lack of clarity in some instructional sections. These findings underscore the potential of hybrid human-AI approaches for generating effective lessons in tutor training.

Reading is integral to everyday life, and yet learning to read is a struggle for many young learners. During lessons, teachers can use comprehension questions to increase engagement, test reading skills, and improve retention. Historically such questions were written by skilled teachers, but recently language models have been used to generate comprehension questions. However, many existing Question Generation (QG) systems focus on generating literal questions from the text, and have no way to control the type of the generated question. In this paper, we study QG for reading comprehension where inferential questions are critical and extractive techniques cannot be used. We propose a two-step model (HTA-WTA) that takes advantage of previous datasets, and can generate questions for a specific targeted comprehension skill. We propose a new reading comprehension dataset that contains questions annotated with story-based reading comprehension skills (SBRCS), allowing for a more complete reader assessment. Across several experiments, our results show that HTA-WTA outperforms multiple strong baselines on this new dataset. We show that the HTA-WTA model tests for strong SCRS by asking deep inferential questions.

Prompt engineering is an increasingly important skill set needed to converse effectively with large language models (LLMs), such as ChatGPT. Prompts are instructions given to an LLM to enforce rules, automate processes, and ensure specific qualities (and quantities) of generated output. Prompts are also a form of programming that can customize the outputs and interactions with an LLM. This paper describes a catalog of prompt engineering techniques presented in pattern form that have been applied to solve common problems when conversing with LLMs. Prompt patterns are a knowledge transfer method analogous to software patterns since they provide reusable solutions to common problems faced in a particular context, i.e., output generation and interaction when working with LLMs. This paper provides the following contributions to research on prompt engineering that apply LLMs to automate software development tasks. First, it provides a framework for documenting patterns for structuring prompts to solve a range of problems so that they can be adapted to different domains. Second, it presents a catalog of patterns that have been applied successfully to improve the outputs of LLM conversations. Third, it explains how prompts can be built from multiple patterns and illustrates prompt patterns that benefit from combination with other prompt patterns.

By conditioning on natural language instructions, large language models (LLMs) have displayed impressive capabilities as general-purpose computers. However, task performance depends significantly on the quality of the prompt used to steer the model, and most effective prompts have been handcrafted by humans. Inspired by classical program synthesis and the human approach to prompt engineering, we propose Automatic Prompt Engineer (APE) for automatic instruction generation and selection. In our method, we treat the instruction as the "program," optimized by searching over a pool of instruction candidates proposed by an LLM in order to maximize a chosen score function. To evaluate the quality of the selected instruction, we evaluate the zero-shot performance of another LLM following the selected instruction. Experiments on 24 NLP tasks show that our automatically generated instructions outperform the prior LLM baseline by a large margin and achieve better or comparable performance to the instructions generated by human annotators on 19/24 tasks. We conduct extensive qualitative and quantitative analyses to explore the performance of APE. We show that APE-engineered prompts can be applied to steer models toward truthfulness and/or informativeness, as well as to improve few-shot learning performance by simply prepending them to standard in-context learning prompts. Please check out our webpage at https://sites.google.com/view/automatic-prompt-engineer.

This paper introduces 26 guiding principles designed to streamline the process of querying and prompting large language models. Our goal is to simplify the underlying concepts of formulating questions for various scales of large language models, examining their abilities, and enhancing user comprehension on the behaviors of different scales of large language models when feeding into different prompts. Extensive experiments are conducted on LLaMA-1/2 (7B, 13B and 70B), GPT-3.5/4 to verify the effectiveness of the proposed principles on instructions and prompts design. We hope that this work can provide a better guide for researchers working on the prompting of large language models. Project page is available at https://github.com/VILA-Lab/ATLAS.

Educational chatbots are a promising tool for assisting student learning. However, the development of effective chatbots in education has been challenging, as high-quality data is seldom available in this domain. In this paper, we propose a framework for generating synthetic teacher-student interactions grounded in a set of textbooks. Our approaches capture one aspect of learning interactions where curious students with partial knowledge interactively ask a teacher questions about the material in the textbook. We highlight various quality criteria that such dialogues should fulfill and compare several approaches relying on either prompting or fine-tuning large language models. We use synthetic dialogues to train educational chatbots and show benefits of further fine-tuning in different educational domains. However, human evaluation shows that our best data synthesis method still suffers from hallucinations and tends to reiterate information from previous conversations. Our findings offer insights for future efforts in synthesizing conversational data that strikes a balance between size and quality. We will open-source our data and code.

Prompt engineering has emerged as an indispensable technique for extending the capabilities of large language models (LLMs) and vision-language models (VLMs). This approach leverages task-specific instructions, known as prompts, to enhance model efficacy without modifying the core model parameters. Rather than updating the model parameters, prompts allow seamless integration of pre-trained models into downstream tasks by eliciting desired model behaviors solely based on the given prompt. Prompts can be natural language instructions that provide context to guide the model or learned vector representations that activate relevant knowledge. This burgeoning field has enabled success across various applications, from question-answering to commonsense reasoning. However, there remains a lack of systematic organization and understanding of the diverse prompt engineering methods and techniques. This survey paper addresses the gap by providing a structured overview of recent advancements in prompt engineering, categorized by application area. For each prompting approach, we provide a summary detailing the prompting methodology, its applications, the models involved, and the datasets utilized. We also delve into the strengths and limitations of each approach and include a taxonomy diagram and table summarizing datasets, models, and critical points of each prompting technique. This systematic analysis enables a better understanding of this rapidly developing field and facilitates future research by illuminating open challenges and opportunities for prompt engineering.

Prompt engineering is critical for the development of LLM-based applications. However, it is usually done manually in a "trial and error" fashion. This manual procedure can be time consuming, ineffective, and the generated prompts are, in a lot of cases, sub-optimal. Even for the prompts which seemingly work well, there is always a lingering question: can the prompts be made better with further modifications? To address these questions, in this paper, we investigate prompt engineering automation. We consider a specific use case scenario in which developers/users have drafted initial prompts, but lack the time/expertise to optimize them. We propose PRewrite, an automated tool to rewrite these drafts and to generate highly effective new prompts. PRewrite is based on the Reinforcement Learning (RL) framework which allows for end-to-end optimization and our design allows the RL search to happen in a large action space. The automated tool leverages manually crafted prompts as starting points which makes the rewriting procedure more guided and efficient. The generated prompts are human readable, and self-explanatory, unlike some of those in previous works. We conducted extensive experiments on diverse datasets and found that the prompts generated with this new method not only outperform professionally crafted prompts, but also prompts generated with other previously proposed methods.

Pre-trained vision-language models, e.g., CLIP, working with manually designed prompts have demonstrated great capacity of transfer learning. Recently, learnable prompts achieve state-of-the-art performance, which however are prone to overfit to seen classes, failing to generalize to unseen classes. In this paper, we propose a Knowledge-Aware Prompt Tuning (KAPT) framework for vision-language models. Our approach takes inspiration from human intelligence in which external knowledge is usually incorporated into recognizing novel categories of objects. Specifically, we design two complementary types of knowledge-aware prompts for the text encoder to leverage the distinctive characteristics of category-related external knowledge. The discrete prompt extracts the key information from descriptions of an object category, and the learned continuous prompt captures overall contexts. We further design an adaptation head for the visual encoder to aggregate salient attentive visual cues, which establishes discriminative and task-aware visual representations. We conduct extensive experiments on 11 widely-used benchmark datasets and the results verify the effectiveness in few-shot image classification, especially in generalizing to unseen categories. Compared with the state-of-the-art CoCoOp method, KAPT exhibits favorable performance and achieves an absolute gain of 3.22% on new classes and 2.57% in terms of harmonic mean.

PromptSource is a system for creating, sharing, and using natural language prompts. Prompts are functions that map an example from a dataset to a natural language input and target output. Using prompts to train and query language models is an emerging area in NLP that requires new tools that let users develop and refine these prompts collaboratively. PromptSource addresses the emergent challenges in this new setting with (1) a templating language for defining data-linked prompts, (2) an interface that lets users quickly iterate on prompt development by observing outputs of their prompts on many examples, and (3) a community-driven set of guidelines for contributing new prompts to a common pool. Over 2,000 prompts for roughly 170 datasets are already available in PromptSource. PromptSource is available at https://github.com/bigscience-workshop/promptsource.

This paper surveys and organizes research works in a new paradigm in natural language processing, which we dub "prompt-based learning". Unlike traditional supervised learning, which trains a model to take in an input x and predict an output y as P(y|x), prompt-based learning is based on language models that model the probability of text directly. To use these models to perform prediction tasks, the original input x is modified using a template into a textual string prompt x' that has some unfilled slots, and then the language model is used to probabilistically fill the unfilled information to obtain a final string x, from which the final output y can be derived. This framework is powerful and attractive for a number of reasons: it allows the language model to be pre-trained on massive amounts of raw text, and by defining a new prompting function the model is able to perform few-shot or even zero-shot learning, adapting to new scenarios with few or no labeled data. In this paper we introduce the basics of this promising paradigm, describe a unified set of mathematical notations that can cover a wide variety of existing work, and organize existing work along several dimensions, e.g.the choice of pre-trained models, prompts, and tuning strategies. To make the field more accessible to interested beginners, we not only make a systematic review of existing works and a highly structured typology of prompt-based concepts, but also release other resources, e.g., a website http://pretrain.nlpedia.ai/ including constantly-updated survey, and paperlist.

Pretrained language models can be effectively stimulated by textual prompts or demonstrations, especially in low-data scenarios. Recent works have focused on automatically searching discrete or continuous prompts or optimized verbalizers, yet studies for the demonstration are still limited. Concretely, the demonstration examples are crucial for an excellent final performance of prompt-tuning. In this paper, we propose a novel pluggable, extensible, and efficient approach named contrastive demonstration tuning, which is free of demonstration sampling. Furthermore, the proposed approach can be: (i) Plugged into any previous prompt-tuning approaches; (ii) Extended to widespread classification tasks with a large number of categories. Experimental results on 16 datasets illustrate that our method integrated with previous approaches LM-BFF and P-tuning can yield better performance. Code is available in https://github.com/zjunlp/PromptKG/tree/main/research/Demo-Tuning.

Large Language Models (LLMs) exhibit impressive performance across various domains but still struggle with arithmetic reasoning tasks. Recent work shows the effectiveness of prompt design methods in enhancing reasoning capabilities. However, these approaches overlook crucial requirements for prior knowledge of specific concepts, theorems, and tricks to tackle most arithmetic reasoning problems successfully. To address this issue, we propose a novel and effective Teaching-Inspired Integrated Framework, which emulates the instructional process of a teacher guiding students. This method equips LLMs with essential concepts, relevant theorems, and similar problems with analogous solution approaches, facilitating the enhancement of reasoning abilities. Additionally, we introduce two new Chinese datasets, MathMC and MathToF, both with detailed explanations and answers. Experiments are conducted on nine benchmarks which demonstrates that our approach improves the reasoning accuracy of LLMs. With GPT-4 and our framework, we achieve new state-of-the-art performance on four math benchmarks (AddSub, SVAMP, Math23K and AQuA) with accuracies of 98.2% (+3.3%), 93.9% (+0.2%), 94.3% (+7.2%) and 81.1% (+1.2%). Our data and code are available at https://github.com/SallyTan13/Teaching-Inspired-Prompting.

We propose a novel application of prompting Pre-trained Language Models (PLMs) to generate analogies and study how to design effective prompts for two task settings: generating a source concept analogous to a given target concept (aka Analogous Concept Generation or ACG), and generating an explanation of the similarity between a given pair of target concept and source concept (aka Analogous Explanation Generation or AEG). We found that it is feasible to prompt InstructGPT to generate meaningful analogies and the best prompts tend to be precise imperative statements especially with a low temperature setting. We also systematically analyzed the sensitivity of the InstructGPT model to prompt design, temperature, and injected spelling errors, and found that the model is particularly sensitive to certain variations (e.g., questions vs. imperative statements). Further, we conducted human evaluation on 1.4k of the generated analogies and found that the quality of generations varies substantially by model size. The largest InstructGPT model can achieve human-level performance at generating meaningful analogies for a given target while there is still room for improvement on the AEG task.

Natural-language prompts have recently been used to coax pretrained language models into performing other AI tasks, using a fill-in-the-blank paradigm (Petroni et al., 2019) or a few-shot extrapolation paradigm (Brown et al., 2020). For example, language models retain factual knowledge from their training corpora that can be extracted by asking them to "fill in the blank" in a sentential prompt. However, where does this prompt come from? We explore the idea of learning prompts by gradient descent -- either fine-tuning prompts taken from previous work, or starting from random initialization. Our prompts consist of "soft words," i.e., continuous vectors that are not necessarily word type embeddings from the language model. Furthermore, for each task, we optimize a mixture of prompts, learning which prompts are most effective and how to ensemble them. Across multiple English LMs and tasks, our approach hugely outperforms previous methods, showing that the implicit factual knowledge in language models was previously underestimated. Moreover, this knowledge is cheap to elicit: random initialization is nearly as good as informed initialization.

High-quality conversational datasets are integral to the successful development of Intelligent Tutoring Systems (ITS) that employ a Large Language Model (LLM) backend. These datasets, when used to fine-tune the LLM backend, significantly enhance the quality of interactions between students and ITS. A common strategy for developing these datasets involves generating synthetic student-teacher dialogues using advanced GPT-4 models. However, challenges arise when these dialogues demand complex calculations, common in subjects like physics. Despite its advanced capabilities, GPT-4's performance falls short in reliably handling even simple multiplication tasks, marking a significant limitation in its utility for these subjects. To address these challenges, this paper introduces an innovative stateful prompt design. Our approach generates a mock conversation between a student and a tutorbot, both roles simulated by GPT-4. Each student response triggers a soliloquy (an inner monologue) in the GPT-tutorbot, which assesses whether its response would necessitate calculations. If so, it proceeds to script the required code in Python and then uses the resulting output to construct its response to the student. Our approach notably enhances the quality of synthetic conversation datasets, especially for subjects that are calculation-intensive. Our findings show that our Higgs model -- a LLaMA finetuned with datasets generated through our novel stateful prompt design -- proficiently utilizes Python for computations. Consequently, finetuning with our datasets enriched with code soliloquies enhances not just the accuracy but also the computational reliability of Higgs' responses.

Today's generative AI systems are tuned to present information by default rather than engage users in service of learning as a human tutor would. To address the wide range of potential education use cases for these systems, we reframe the challenge of injecting pedagogical behavior as one of pedagogical instruction following, where training and evaluation examples include system-level instructions describing the specific pedagogy attributes present or desired in subsequent model turns. This framing avoids committing our models to any particular definition of pedagogy, and instead allows teachers or developers to specify desired model behavior. It also clears a path to improving Gemini models for learning -- by enabling the addition of our pedagogical data to post-training mixtures -- alongside their rapidly expanding set of capabilities. Both represent important changes from our initial tech report. We show how training with pedagogical instruction following produces a LearnLM model (available on Google AI Studio) that is preferred substantially by expert raters across a diverse set of learning scenarios, with average preference strengths of 31\% over GPT-4o, 11\% over Claude 3.5, and 13\% over the Gemini 1.5 Pro model LearnLM was based on.

What kinds of instructional prompts are easier to follow for Language Models (LMs)? We study this question by conducting extensive empirical analysis that shed light on important features of successful instructional prompts. Specifically, we study several classes of reframing techniques for manual reformulation of prompts into more effective ones. Some examples include decomposing a complex task instruction into multiple simpler tasks or itemizing instructions into sequential steps. Our experiments compare the zero-shot and few-shot performance of LMs prompted with reframed instructions on 12 NLP tasks across 6 categories. Compared with original instructions, our reframed instructions lead to significant improvements across LMs with different sizes. For example, the same reframed prompts boost few-shot performance of GPT3-series and GPT2-series by 12.5% and 6.7% respectively averaged over all tasks. Furthermore, reframed instructions reduce the number of examples required to prompt LMs in the few-shot setting. We hope these empirically-driven techniques will pave the way towards more effective future prompting algorithms.

Prompting ChatGPT to achieve complex goals (e.g., creating a customer support chatbot) often demands meticulous prompt engineering, including aspects like fluent writing and chain-of-thought techniques. While emerging prompt optimizers can automatically refine many of these aspects, we argue that clearly conveying customized requirements (e.g., how to handle diverse inputs) remains a human-centric challenge. In this work, we introduce Requirement-Oriented Prompt Engineering (ROPE), a paradigm that focuses human attention on generating clear, complete requirements during prompting. We implement ROPE through an assessment and training suite that provides deliberate practice with LLM-generated feedback. In a study with 30 novices, we show that requirement-focused training doubles novices' prompting performance, significantly outperforming conventional prompt engineering training and prompt optimization. We also demonstrate that high-quality LLM outputs are directly tied to the quality of input requirements. Our work paves the way for more effective task delegation in human-LLM collaborative prompting.

Large Language Models (LLMs) can perform various natural language processing tasks with suitable instruction prompts. However, designing effective prompts manually is challenging and time-consuming. Existing methods for automatic prompt optimization either lack flexibility or efficiency. In this paper, we propose an effective approach to automatically select the optimal prompt for a given input from a finite set of synthetic candidate prompts. Our approach consists of three steps: (1) clustering the training data and generating candidate prompts for each cluster using an LLM-based prompt generator; (2) synthesizing a dataset of input-prompt-output tuples for training a prompt evaluator to rank the prompts based on their relevance to the input; (3) using the prompt evaluator to select the best prompt for a new input at test time. Our approach balances prompt generality-specificity and eliminates the need for resource-intensive training and inference. It demonstrates competitive performance on zero-shot question-answering datasets: GSM8K, MultiArith, and AQuA.

In AI-facilitated teaching, leveraging various query styles to interpret abstract educational content is crucial for delivering effective and accessible learning experiences. However, existing retrieval systems predominantly focus on natural text-image matching and lack the capacity to address the diversity and ambiguity inherent in real-world educational scenarios. To address this limitation, we develop a lightweight and efficient multi-modal retrieval module, named Uni-Retrieval, which extracts query-style prototypes and dynamically matches them with tokens from a continually updated Prompt Bank. This Prompt Bank encodes and stores domain-specific knowledge by leveraging a Mixture-of-Expert Low-Rank Adaptation (MoE-LoRA) module and can be adapted to enhance Uni-Retrieval's capability to accommodate unseen query types at test time. To enable natural language educational content generation, we integrate the original Uni-Retrieval with a compact instruction-tuned language model, forming a complete retrieval-augmented generation pipeline named Uni-RAG. Given a style-conditioned query, Uni-RAG first retrieves relevant educational materials and then generates human-readable explanations, feedback, or instructional content aligned with the learning objective. Experimental results on SER and other multi-modal benchmarks show that Uni-RAG outperforms baseline retrieval and RAG systems in both retrieval accuracy and generation quality, while maintaining low computational cost. Our framework provides a scalable, pedagogically grounded solution for intelligent educational systems, bridging retrieval and generation to support personalized, explainable, and efficient learning assistance across diverse STEM scenarios.

Instruction-tuned language models (LM) are able to respond to imperative commands, providing a more natural user interface compared to their base counterparts. In this work, we present Promptriever, the first retrieval model able to be prompted like an LM. To train Promptriever, we curate and release a new instance-level instruction training set from MS MARCO, spanning nearly 500k instances. Promptriever not only achieves strong performance on standard retrieval tasks, but also follows instructions. We observe: (1) large gains (reaching SoTA) on following detailed relevance instructions (+14.3 p-MRR / +3.1 nDCG on FollowIR), (2) significantly increased robustness to lexical choices/phrasing in the query+instruction (+12.9 Robustness@10 on InstructIR), and (3) the ability to perform hyperparameter search via prompting to reliably improve retrieval performance (+1.4 average increase on BEIR). Promptriever demonstrates that retrieval models can be controlled with prompts on a per-query basis, setting the stage for future work aligning LM prompting techniques with information retrieval.

This paper presents the first ChatGPT4PCG Competition at the 2023 IEEE Conference on Games. The objective of this competition is for participants to create effective prompts for ChatGPT--enabling it to generate Science Birds levels with high stability and character-like qualities--fully using their creativity as well as prompt engineering skills. ChatGPT is a conversational agent developed by OpenAI. Science Birds is selected as the competition platform because designing an Angry Birds-like level is not a trivial task due to the in-game gravity; the quality of the levels is determined by their stability. To lower the entry barrier to the competition, we limit the task to the generation of capitalized English alphabetical characters. We also allow only a single prompt to be used for generating all the characters. Here, the quality of the generated levels is determined by their stability and similarity to the given characters. A sample prompt is provided to participants for their reference. An experiment is conducted to determine the effectiveness of several modified versions of this sample prompt on level stability and similarity by testing them on several characters. To the best of our knowledge, we believe that ChatGPT4PCG is the first competition of its kind and hope to inspire enthusiasm for prompt engineering in procedural content generation.

The ability of machines to grasp spatial understanding within narrative contexts is an intriguing aspect of reading comprehension that continues to be studied. Motivated by the goal to test the AI's competence in understanding the relationship between characters and their respective locations in narratives, we introduce two new datasets: Andersen and Persuasion. For the Andersen dataset, we selected fifteen children's stories from "Andersen's Fairy Tales" by Hans Christian Andersen and manually annotated the characters and their respective locations throughout each story. Similarly, for the Persuasion dataset, characters and their locations in the novel "Persuasion" by Jane Austen were also manually annotated. We used these datasets to prompt Large Language Models (LLMs). The prompts are created by extracting excerpts from the stories or the novel and combining them with a question asking the location of a character mentioned in that excerpt. Out of the five LLMs we tested, the best-performing one for the Andersen dataset accurately identified the location in 61.85% of the examples, while for the Persuasion dataset, the best-performing one did so in 56.06% of the cases.

This paper delves into the pivotal role of prompt engineering in unleashing the capabilities of Large Language Models (LLMs). Prompt engineering is the process of structuring input text for LLMs and is a technique integral to optimizing the efficacy of LLMs. This survey elucidates foundational principles of prompt engineering, such as role-prompting, one-shot, and few-shot prompting, as well as more advanced methodologies such as the chain-of-thought and tree-of-thoughts prompting. The paper sheds light on how external assistance in the form of plugins can assist in this task, and reduce machine hallucination by retrieving external knowledge. We subsequently delineate prospective directions in prompt engineering research, emphasizing the need for a deeper understanding of structures and the role of agents in Artificial Intelligence-Generated Content (AIGC) tools. We discuss how to assess the efficacy of prompt methods from different perspectives and using different methods. Finally, we gather information about the application of prompt engineering in such fields as education and programming, showing its transformative potential. This comprehensive survey aims to serve as a friendly guide for anyone venturing through the big world of LLMs and prompt engineering.

The strength of modern generative models lies in their ability to be controlled through text-based prompts. Typical "hard" prompts are made from interpretable words and tokens, and must be hand-crafted by humans. There are also "soft" prompts, which consist of continuous feature vectors. These can be discovered using powerful optimization methods, but they cannot be easily interpreted, re-used across models, or plugged into a text-based interface. We describe an approach to robustly optimize hard text prompts through efficient gradient-based optimization. Our approach automatically generates hard text-based prompts for both text-to-image and text-to-text applications. In the text-to-image setting, the method creates hard prompts for diffusion models, allowing API users to easily generate, discover, and mix and match image concepts without prior knowledge on how to prompt the model. In the text-to-text setting, we show that hard prompts can be automatically discovered that are effective in tuning LMs for classification.

Large language models (LLMs) have made significant advancements in various natural language processing tasks, including question answering (QA) tasks. While incorporating new information with the retrieval of relevant passages is a promising way to improve QA with LLMs, the existing methods often require additional fine-tuning which becomes infeasible with recent LLMs. Augmenting retrieved passages via prompting has the potential to address this limitation, but this direction has been limitedly explored. To this end, we design a simple yet effective framework to enhance open-domain QA (ODQA) with LLMs, based on the summarized retrieval (SuRe). SuRe helps LLMs predict more accurate answers for a given question, which are well-supported by the summarized retrieval that could be viewed as an explicit rationale extracted from the retrieved passages. Specifically, SuRe first constructs summaries of the retrieved passages for each of the multiple answer candidates. Then, SuRe confirms the most plausible answer from the candidate set by evaluating the validity and ranking of the generated summaries. Experimental results on diverse ODQA benchmarks demonstrate the superiority of SuRe, with improvements of up to 4.6% in exact match (EM) and 4.0% in F1 score over standard prompting approaches. SuRe also can be integrated with a broad range of retrieval methods and LLMs. Finally, the generated summaries from SuRe show additional advantages to measure the importance of retrieved passages and serve as more preferred rationales by models and humans.

While automatic dialogue tutors hold great potential in making education personalized and more accessible, research on such systems has been hampered by a lack of sufficiently large and high-quality datasets. Collecting such datasets remains challenging, as recording tutoring sessions raises privacy concerns and crowdsourcing leads to insufficient data quality. To address this, we propose a framework to generate such dialogues by pairing human teachers with a Large Language Model (LLM) prompted to represent common student errors. We describe how we use this framework to collect MathDial, a dataset of 3k one-to-one teacher-student tutoring dialogues grounded in multi-step math reasoning problems. While models like GPT-3 are good problem solvers, they fail at tutoring because they generate factually incorrect feedback or are prone to revealing solutions to students too early. To overcome this, we let teachers provide learning opportunities to students by guiding them using various scaffolding questions according to a taxonomy of teacher moves. We demonstrate MathDial and its extensive annotations can be used to finetune models to be more effective tutors (and not just solvers). We confirm this by automatic and human evaluation, notably in an interactive setting that measures the trade-off between student solving success and telling solutions. The dataset is released publicly.

Large language models (LLMs) have shown remarkable abilities in different fields, including standard Natural Language Processing (NLP) tasks. To elicit knowledge from LLMs, prompts play a key role, consisting of natural language instructions. Most open and closed source LLMs are trained on available labeled and unlabeled resources--digital content such as text, images, audio, and videos. Hence, these models have better knowledge for high-resourced languages but struggle with low-resourced languages. Since prompts play a crucial role in understanding their capabilities, the language used for prompts remains an important research question. Although there has been significant research in this area, it is still limited, and less has been explored for medium to low-resourced languages. In this study, we investigate different prompting strategies (native vs. non-native) on 11 different NLP tasks associated with 12 different Arabic datasets (9.7K data points). In total, we conducted 197 experiments involving 3 LLMs, 12 datasets, and 3 prompting strategies. Our findings suggest that, on average, the non-native prompt performs the best, followed by mixed and native prompts.

The zero-shot chain of thought (CoT) approach is often used in question answering (QA) by language models (LMs) for tasks that require multiple reasoning steps, typically enhanced by the prompt "Let's think step by step." However, some QA tasks hinge more on accessing relevant knowledge than on chaining reasoning steps. We introduce a simple general prompting technique, called PREP, that involves using two instances of LMs: the first (LM1) generates relevant information, and the second (LM2) answers the question based on this information. PREP is designed to be general and independent of the user's domain knowledge, making it applicable across various QA tasks without the need for specialized prompt engineering. To evaluate the effectiveness of our prompting method, we create a dataset of 100 binary-choice questions, derived from an extensive schematic dataset on artifact parts and material composition. These questions ask which of two artifacts is less likely to share materials with another artifact. Such questions probe the LM's knowledge of shared materials in the part structure of different artifacts. We test our method on our dataset and three published commonsense reasoning datasets. The average accuracy of our method is consistently higher than that of all the other tested methods across all the tested datasets.

We present Speakerly, a new real-time voice-based writing assistance system that helps users with text composition across various use cases such as emails, instant messages, and notes. The user can interact with the system through instructions or dictation, and the system generates a well-formatted and coherent document. We describe the system architecture and detail how we address the various challenges while building and deploying such a system at scale. More specifically, our system uses a combination of small, task-specific models as well as pre-trained language models for fast and effective text composition while supporting a variety of input modes for better usability.

Reasoning, as an essential ability for complex problem-solving, can provide back-end support for various real-world applications, such as medical diagnosis, negotiation, etc. This paper provides a comprehensive survey of cutting-edge research on reasoning with language model prompting. We introduce research works with comparisons and summaries and provide systematic resources to help beginners. We also discuss the potential reasons for emerging such reasoning abilities and highlight future research directions. Resources are available at https://github.com/zjunlp/Prompt4ReasoningPapers (updated periodically).

Large Language Models prompting, such as using in-context demonstrations, is a mainstream technique for invoking LLMs to perform high-performance and solid complex reasoning (e.g., mathematical reasoning, commonsense reasoning), and has the potential for further human-machine collaborative scientific findings. However, current LLMs are delicate and elusive in prompt words and styles. And there is an unseen gap between LLM understanding and human-written prompts. This paper introduces Alignedcot, an LLM-acquainted prompting technique that includes proficient ``native-speaking'' in in-context learning for the LLMs. Specifically, it achieves consistent and correct step-wise prompts in zero-shot scenarios by progressively probing, refining, and formatting the LLM chain of thoughts so that free from handcrafted few-shot demonstrations while maintaining the prompt quality. We conduct experiments on mathematical reasoning and commonsense reasoning. We find that LLMs with Alignedcot perform significantly superior to them with human-crafted demonstrations. We further apply Alignedcot for rewriting the GSM8K training set, resulting in a GSM8K-Align dataset. We observe its benefits for retrieval augmented generation. The code and data can be found at https://github.com/yangzhch6/AlignedCoT.

Evaluating LLMs with a single prompt has proven unreliable, with small changes leading to significant performance differences. However, generating the prompt variations needed for a more robust multi-prompt evaluation is challenging, limiting its adoption in practice. To address this, we introduce PromptSuite, a framework that enables the automatic generation of various prompts. PromptSuite is flexible - working out of the box on a wide range of tasks and benchmarks. It follows a modular prompt design, allowing controlled perturbations to each component, and is extensible, supporting the addition of new components and perturbation types. Through a series of case studies, we show that PromptSuite provides meaningful variations to support strong evaluation practices. It is available through both a Python API: https://github.com/eliyahabba/PromptSuite, and a user-friendly web interface: https://promptsuite.streamlit.app/

Large language model (LLM) prompting is a promising new approach for users to create and customize their own chatbots. However, current methods for steering a chatbot's outputs, such as prompt engineering and fine-tuning, do not support users in converting their natural feedback on the model's outputs to changes in the prompt or model. In this work, we explore how to enable users to interactively refine model outputs through their feedback, by helping them convert their feedback into a set of principles (i.e. a constitution) that dictate the model's behavior. From a formative study, we (1) found that users needed support converting their feedback into principles for the chatbot and (2) classified the different principle types desired by users. Inspired by these findings, we developed ConstitutionMaker, an interactive tool for converting user feedback into principles, to steer LLM-based chatbots. With ConstitutionMaker, users can provide either positive or negative feedback in natural language, select auto-generated feedback, or rewrite the chatbot's response; each mode of feedback automatically generates a principle that is inserted into the chatbot's prompt. In a user study with 14 participants, we compare ConstitutionMaker to an ablated version, where users write their own principles. With ConstitutionMaker, participants felt that their principles could better guide the chatbot, that they could more easily convert their feedback into principles, and that they could write principles more efficiently, with less mental demand. ConstitutionMaker helped users identify ways to improve the chatbot, formulate their intuitive responses to the model into feedback, and convert this feedback into specific and clear principles. Together, these findings inform future tools that support the interactive critiquing of LLM outputs.

Extracting sentence embeddings from large language models (LLMs) is a practical direction, as it requires neither additional data nor fine-tuning. Previous studies usually focus on prompt engineering to guide LLMs to encode the core semantic information of the sentence into the embedding of the last token. However, the last token in these methods still encodes an excess of non-essential information, such as stop words, limiting its encoding capacity. To this end, we propose a Contrastive Prompting (CP) method that introduces an extra auxiliary prompt to elicit better sentence embedding. By contrasting with the auxiliary prompt, CP can steer existing prompts to encode the core semantics of the sentence, rather than non-essential information. CP is a plug-and-play inference-time intervention method that can be combined with various prompt-based methods. Extensive experiments on Semantic Textual Similarity (STS) tasks and downstream classification tasks demonstrate that our method can improve the performance of existing prompt-based methods across different LLMs. Our code will be released at https://github.com/zifengcheng/CP.

The generations of large language models are commonly controlled through prompting techniques, where a user's query to the model is prefixed with a prompt that aims to guide the model's behaviour on the query. The prompts used by companies to guide their models are often treated as secrets, to be hidden from the user making the query. They have even been treated as commodities to be bought and sold. However, there has been anecdotal evidence showing that the prompts can be extracted by a user even when they are kept secret. In this paper, we present a framework for systematically measuring the success of prompt extraction attacks. In experiments with multiple sources of prompts and multiple underlying language models, we find that simple text-based attacks can in fact reveal prompts with high probability.

The remarkable success of pretrained language models has motivated the study of what kinds of knowledge these models learn during pretraining. Reformulating tasks as fill-in-the-blanks problems (e.g., cloze tests) is a natural approach for gauging such knowledge, however, its usage is limited by the manual effort and guesswork required to write suitable prompts. To address this, we develop AutoPrompt, an automated method to create prompts for a diverse set of tasks, based on a gradient-guided search. Using AutoPrompt, we show that masked language models (MLMs) have an inherent capability to perform sentiment analysis and natural language inference without additional parameters or finetuning, sometimes achieving performance on par with recent state-of-the-art supervised models. We also show that our prompts elicit more accurate factual knowledge from MLMs than the manually created prompts on the LAMA benchmark, and that MLMs can be used as relation extractors more effectively than supervised relation extraction models. These results demonstrate that automatically generated prompts are a viable parameter-free alternative to existing probing methods, and as pretrained LMs become more sophisticated and capable, potentially a replacement for finetuning.

While Chain of Thought (CoT) prompting approaches have significantly consolidated the reasoning capabilities of large language models (LLMs), they still face limitations that require extensive human effort or have performance needs to be improved. Existing endeavors have focused on bridging these gaps; however, these approaches either hinge on external data and cannot completely eliminate manual effort, or they fall short in effectively directing LLMs to generate high-quality exemplary prompts. To address the said pitfalls, we propose a novel prompt approach for automatic reasoning named LBS3, inspired by curriculum learning which better reflects human learning habits. Specifically, LBS3 initially steers LLMs to recall easy-to-hard proxy queries that are pertinent to the target query. Following this, it invokes a progressive strategy that utilizes exemplary prompts stemmed from easy-proxy queries to direct LLMs in solving hard-proxy queries, enabling the high-quality of the proxy solutions. Finally, our extensive experiments in various reasoning-intensive tasks with varying open- and closed-source LLMs show that LBS3 achieves strongly competitive performance compared to the SOTA baselines.

The rise of capabilities expressed by large language models has been quickly followed by the integration of the same complex systems into application level logic. Algorithms, programs, systems, and companies are built around structured prompting to black box models where the majority of the design and implementation lies in capturing and quantifying the `agent mode'. The standard way to shape a closed language model is to prime it for a specific task with a tailored prompt, often initially handwritten by a human. The textual prompts co-evolve with the codebase, taking shape over the course of project life as artifacts which must be reviewed and maintained, just as the traditional code files might be. Unlike traditional code, we find that prompts do not receive effective static testing and linting to prevent runtime issues. In this work, we present a novel dataset called PromptSet, with more than 61,000 unique developer prompts used in open source Python programs. We perform analysis on this dataset and introduce the notion of a static linter for prompts. Released with this publication is a HuggingFace dataset and a Github repository to recreate collection and processing efforts, both under the name pisterlabs/promptset.

The integration of large language models (LLMs) into education presents unprecedented opportunities for scalable personalized learning. However, standard LLMs often function as generic information providers, lacking alignment with fundamental pedagogical principles such as helpfulness, student-centered personalization, and creativity cultivation. To bridge this gap, we propose EduAlign, a novel framework designed to guide LLMs toward becoming more effective and responsible educational assistants. EduAlign consists of two main stages. In the first stage, we curate a dataset of 8k educational interactions and annotate them-both manually and automatically-along three key educational dimensions: Helpfulness, Personalization, and Creativity (HPC). These annotations are used to train HPC-RM, a multi-dimensional reward model capable of accurately scoring LLM outputs according to these educational principles. We further evaluate the consistency and reliability of this reward model. In the second stage, we leverage HPC-RM as a reward signal to fine-tune a pre-trained LLM using Group Relative Policy Optimization (GRPO) on a set of 2k diverse prompts. We then assess the pre- and post-finetuning models on both educational and general-domain benchmarks across the three HPC dimensions. Experimental results demonstrate that the fine-tuned model exhibits significantly improved alignment with pedagogical helpfulness, personalization, and creativity stimulation. This study presents a scalable and effective approach to aligning LLMs with nuanced and desirable educational traits, paving the way for the development of more engaging, pedagogically aligned AI tutors.

Prompt learning's fine-tune performance on text classification tasks has attracted the NLP community. This paper applies it to resume information extraction, improving existing methods for this task. We created manual templates and verbalizers tailored to resume texts and compared the performance of Masked Language Model (MLM) and Seq2Seq PLMs. Also, we enhanced the verbalizer design for Knowledgeable Prompt-tuning, contributing to prompt template design across NLP tasks. We present the Manual Knowledgeable Verbalizer (MKV), a rule for constructing verbalizers for specific applications. Our tests show that MKV rules yield more effective, robust templates and verbalizers than existing methods. Our MKV approach resolved sample imbalance, surpassing current automatic prompt methods. This study underscores the value of tailored prompt learning for resume extraction, stressing the importance of custom-designed templates and verbalizers.

Prompt-learning has become a new paradigm in modern natural language processing, which directly adapts pre-trained language models (PLMs) to cloze-style prediction, autoregressive modeling, or sequence to sequence generation, resulting in promising performances on various tasks. However, no standard implementation framework of prompt-learning is proposed yet, and most existing prompt-learning codebases, often unregulated, only provide limited implementations for specific scenarios. Since there are many details such as templating strategy, initializing strategy, and verbalizing strategy, etc. need to be considered in prompt-learning, practitioners face impediments to quickly adapting the desired prompt learning methods to their applications. In this paper, we present {OpenPrompt}, a unified easy-to-use toolkit to conduct prompt-learning over PLMs. OpenPrompt is a research-friendly framework that is equipped with efficiency, modularity, and extendibility, and its combinability allows the freedom to combine different PLMs, task formats, and prompting modules in a unified paradigm. Users could expediently deploy prompt-learning frameworks and evaluate the generalization of them on different NLP tasks without constraints. OpenPrompt is publicly released at { https://github.com/thunlp/OpenPrompt}.

Pretrained language models (PLMs) have made remarkable progress in text generation tasks via fine-tuning. While, it is challenging to fine-tune PLMs in a data-scarce situation. Therefore, it is non-trivial to develop a general and lightweight model that can adapt to various text generation tasks based on PLMs. To fulfill this purpose, the recent prompt-based learning offers a potential solution. In this paper, we improve this technique and propose a novel prompt-based method (PTG) for text generation in a transferable setting. First, PTG learns a set of source prompts for various source generation tasks and then transfers these prompts as target prompts to perform target generation tasks. To consider both task- and instance-level information, we design an adaptive attention mechanism to derive the target prompts. For each data instance, PTG learns a specific target prompt by attending to highly relevant source prompts. In extensive experiments, PTG yields competitive or better results than fine-tuning methods. We release our source prompts as an open resource, where users can add or reuse them to improve new text generation tasks for future research. Code and data can be available at https://github.com/RUCAIBox/Transfer-Prompts-for-Text-Generation.

Artificial intelligence is transforming education through data-driven, personalized learning solutions. This paper introduces AI Tutor, an innovative web application that provides personalized tutoring in any subject using state-of-the-art Large Language Model (LLM). AI Tutor ingests course materials to construct an adaptive knowledge base tailored to the course. When students pose questions, it retrieves the most relevant information and generates detailed, conversational responses citing supporting evidence. The system is powered by advanced large language models and Retrieval-Augmented Generation (RAG) techniques for accurate, natural question answering. We present a fully-functional web interface and video demonstration that showcase AI Tutor's versatility across diverse subjects and its ability to produce pedagogically cogent responses. While an initial prototype, this work represents a pioneering step toward AI-enabled tutoring systems that can democratize access to high-quality, customized educational support.

While the rise of large language models (LLMs) has created rich new opportunities to learn about digital technology, many on the margins of this technology struggle to gain and maintain competency due to lexical or conceptual barriers that prevent them from asking appropriate questions. Although there have been many efforts to understand factuality of LLM-created content and ability of LLMs to answer questions, it is not well understood how unclear or nonstandard language queries affect the model outputs. We propose the creation of a dataset that captures questions of digital newcomers and outsiders, utilizing data we have compiled from a decade's worth of one-on-one tutoring. In this paper we lay out our planned efforts and some potential uses of this dataset.

We introduce Directional Stimulus Prompting, a novel framework for guiding black-box large language models (LLMs) toward specific desired outputs. Instead of directly adjusting LLMs, our method employs a small tunable policy model (e.g., T5) to generate an auxiliary directional stimulus prompt for each input instance. These directional stimulus prompts act as nuanced, instance-specific hints and clues to guide LLMs in generating desired outcomes, such as including specific keywords in the generated summary. Our approach sidesteps the challenges of direct LLM tuning by optimizing the policy model to explore directional stimulus prompts that align LLMs with desired behaviors. The policy model can be optimized through 1) supervised fine-tuning using labeled data and 2) reinforcement learning from offline or online rewards based on the LLM's output. We assess our method across summarization, dialogue response generation, and chain-of-thought reasoning tasks. Our experiments demonstrate that the framework consistently improves LLMs' (e.g., ChatGPT, Codex, InstructGPT) performance on these supervised tasks using minimal labeled data. Notably, using just 80 dialogues on the MultiWOZ dataset, our approach enhances ChatGPT's performance by an impressive 41.4%, matching or surpassing some fully supervised start-of-the-art models. Additionally, the instance-specific chain-of-thought prompt generated by our approach improves InstructGPT's reasoning accuracy compared to human-crafted or automatically generated prompts. The code and data are publicly available at https://github.com/Leezekun/Directional-Stimulus-Prompting.

Recent advancements in large language models (LLMs) have enabled a wide range of natural language processing (NLP) tasks to be performed through simple prompt-based interactions. Consequently, several approaches have been proposed to engineer prompts that most effectively enable LLMs to perform a given task (e.g., chain-of-thought prompting). In settings with a well-defined metric to optimize model performance, automatic prompt optimization (APO) methods have been developed to refine a seed prompt. Advancing this line of research, we propose APIO, a simple but effective prompt induction and optimization approach for the tasks of Grammatical Error Correction (GEC) and Text Simplification, without relying on manually specified seed prompts. APIO achieves a new state-of-the-art performance for purely LLM-based prompting methods on these tasks. We make our data, code, prompts, and outputs publicly available.

Extractive reading comprehension systems can often locate the correct answer to a question in a context document, but they also tend to make unreliable guesses on questions for which the correct answer is not stated in the context. Existing datasets either focus exclusively on answerable questions, or use automatically generated unanswerable questions that are easy to identify. To address these weaknesses, we present SQuAD 2.0, the latest version of the Stanford Question Answering Dataset (SQuAD). SQuAD 2.0 combines existing SQuAD data with over 50,000 unanswerable questions written adversarially by crowdworkers to look similar to answerable ones. To do well on SQuAD 2.0, systems must not only answer questions when possible, but also determine when no answer is supported by the paragraph and abstain from answering. SQuAD 2.0 is a challenging natural language understanding task for existing models: a strong neural system that gets 86% F1 on SQuAD 1.1 achieves only 66% F1 on SQuAD 2.0.

We propose a novel prompt design paradigm that challenges conventional wisdom in large language model (LLM) prompting. While conventional wisdom prioritizes well-crafted instructions and demonstrations for in-context learning (ICL), we show that pruning random demonstrations into seemingly incoherent "gibberish" can remarkably improve performance across diverse tasks. Notably, the "gibberish" always matches or surpasses state-of-the-art automatic prompt optimization techniques, achieving substantial gains regardless of LLM alignment. Nevertheless, discovering an effective pruning strategy is non-trivial, as existing attribution methods and prompt compression algorithms fail to deliver robust results, let alone human intuition. In terms of this, we propose a self-discover prompt optimization framework, PromptQuine, an evolutionary search framework that automatically searches for the pruning strategy by itself using only low-data regimes. Much like the emergent complexity in nature--such as symbiosis and self-organization--arising in response to resource constraints, our framework evolves and refines unconventional yet highly effective prompts by leveraging only the tokens present within the context. We demonstrate its effectiveness across classification, multi-choice question answering, generation and math reasoning tasks across LLMs, while achieving decent runtime efficiency. We hope our findings can guide mechanistic studies on in-context learning, and provide a call to action, to pave the way for more open-ended search algorithms for more effective LLM prompting.

The traditional process of building interactive machine learning systems can be viewed as a teacher-learner interaction scenario where the machine-learners are trained by one or more human-teachers. In this work, we explore the idea of using a conversational interface to investigate the interaction between human-teachers and interactive machine-learners. Specifically, we examine whether teachable AI agents can reliably learn from human-teachers through conversational interactions, and how this learning compare with traditional supervised learning algorithms. Results validate the concept of teachable conversational agents and highlight the factors relevant for the development of machine learning systems that intend to learn from conversational interactions.

This paper presents teaching materials, particularly assignments and ideas for classroom activities, from a new course on large language models (LLMs) taught at Charles University. The assignments include experiments with LLM inference for weather report generation and machine translation. The classroom activities include class quizzes, focused research on downstream tasks and datasets, and an interactive "best paper" session aimed at reading and comprehension of research papers.

Crossword puzzles are popular linguistic games often used as tools to engage students in learning. Educational crosswords are characterized by less cryptic and more factual clues that distinguish them from traditional crossword puzzles. Despite there exist several publicly available clue-answer pair databases for traditional crosswords, educational clue-answer pairs datasets are missing. In this article, we propose a methodology to build educational clue generation datasets that can be used to instruct Large Language Models (LLMs). By gathering from Wikipedia pages informative content associated with relevant keywords, we use Large Language Models to automatically generate pedagogical clues related to the given input keyword and its context. With such an approach, we created clue-instruct, a dataset containing 44,075 unique examples with text-keyword pairs associated with three distinct crossword clues. We used clue-instruct to instruct different LLMs to generate educational clues from a given input content and keyword. Both human and automatic evaluations confirmed the quality of the generated clues, thus validating the effectiveness of our approach.

Large language models can perform various reasoning tasks by using chain-of-thought prompting, which guides them to find answers through step-by-step demonstrations. However, the quality of the prompts depends on the demonstrations given to the models, and creating many of them by hand is costly. We introduce Synthetic prompting, a method that leverages a few handcrafted examples to prompt the model to generate more examples by itself, and selects effective demonstrations to elicit better reasoning. Our method alternates between a backward and forward process to generate new examples. The backward process generates a question that match a sampled reasoning chain, so that the question is solvable and clear. The forward process produces a more detailed reasoning chain for the question, improving the quality of the example. We evaluate our method on numerical, symbolic, and algorithmic reasoning tasks, and show that it outperforms existing prompting techniques.

Machine Reading Comprehension (MRC) has become one of the essential tasks in Natural Language Understanding (NLU) as it is often included in several NLU benchmarks (Liang et al., 2020; Wilie et al., 2020). However, most MRC datasets only have answerable question type, overlooking the importance of unanswerable questions. MRC models trained only on answerable questions will select the span that is most likely to be the answer, even when the answer does not actually exist in the given passage (Rajpurkar et al., 2018). This problem especially remains in medium- to low-resource languages like Indonesian. Existing Indonesian MRC datasets (Purwarianti et al., 2007; Clark et al., 2020) are still inadequate because of the small size and limited question types, i.e., they only cover answerable questions. To fill this gap, we build a new Indonesian MRC dataset called I(n)don'tKnow- MRC (IDK-MRC) by combining the automatic and manual unanswerable question generation to minimize the cost of manual dataset construction while maintaining the dataset quality. Combined with the existing answerable questions, IDK-MRC consists of more than 10K questions in total. Our analysis shows that our dataset significantly improves the performance of Indonesian MRC models, showing a large improvement for unanswerable questions.

We conduct a feasibility study into the applicability of answer-agnostic question generation models to textbook passages. We show that a significant portion of errors in such systems arise from asking irrelevant or uninterpretable questions and that such errors can be ameliorated by providing summarized input. We find that giving these models human-written summaries instead of the original text results in a significant increase in acceptability of generated questions (33% rightarrow 83%) as determined by expert annotators. We also find that, in the absence of human-written summaries, automatic summarization can serve as a good middle ground.

Generating educational questions of fairytales or storybooks is vital for improving children's literacy ability. However, it is challenging to generate questions that capture the interesting aspects of a fairytale story with educational meaningfulness. In this paper, we propose a novel question generation method that first learns the question type distribution of an input story paragraph, and then summarizes salient events which can be used to generate high-cognitive-demand questions. To train the event-centric summarizer, we finetune a pre-trained transformer-based sequence-to-sequence model using silver samples composed by educational question-answer pairs. On a newly proposed educational question answering dataset FairytaleQA, we show good performance of our method on both automatic and human evaluation metrics. Our work indicates the necessity of decomposing question type distribution learning and event-centric summary generation for educational question generation.

In recent years, Large Language Models have garnered significant attention for their strong performance in various natural language tasks, such as machine translation and question answering. These models demonstrate an impressive ability to generalize across diverse tasks. However, their effectiveness in tackling domain-specific tasks, such as financial sentiment analysis and monetary policy understanding, remains a topic of debate, as these tasks often require specialized knowledge and precise reasoning. To address such challenges, researchers design various prompts to unlock the models' abilities. By carefully crafting input prompts, researchers can guide these models to produce more accurate responses. Consequently, prompt engineering has become a key focus of study. Despite the advancements in both models and prompt engineering, the relationship between the two-specifically, how prompt design impacts models' ability to perform domain-specific tasks-remains underexplored. This paper aims to bridge this research gap.

Over the past decade, predictive language modeling for code has proven to be a valuable tool for enabling new forms of automation for developers. More recently, we have seen the advent of general purpose "large language models", based on neural transformer architectures, that have been trained on massive datasets of human written text spanning code and natural language. However, despite the demonstrated representational power of such models, interacting with them has historically been constrained to specific task settings, limiting their general applicability. Many of these limitations were recently overcome with the introduction of ChatGPT, a language model created by OpenAI and trained to operate as a conversational agent, enabling it to answer questions and respond to a wide variety of commands from end users. The introduction of models, such as ChatGPT, has already spurred fervent discussion from educators, ranging from fear that students could use these AI tools to circumvent learning, to excitement about the new types of learning opportunities that they might unlock. However, given the nascent nature of these tools, we currently lack fundamental knowledge related to how well they perform in different educational settings, and the potential promise (or danger) that they might pose to traditional forms of instruction. As such, in this paper, we examine how well ChatGPT performs when tasked with answering common questions in a popular software testing curriculum. Our findings indicate that ChatGPT can provide correct or partially correct answers in 55.6% of cases, provide correct or partially correct explanations of answers in 53.0% of cases, and that prompting the tool in a shared question context leads to a marginally higher rate of correct responses. Based on these findings, we discuss the potential promises and perils related to the use of ChatGPT by students and instructors.

In many real-world applications, users rely on natural language instructions to guide large language models (LLMs) across a wide range of tasks. These instructions are often complex, diverse, and subject to frequent change. However, LLMs do not always attend to these instructions reliably, and users lack simple mechanisms to emphasize their importance beyond modifying prompt wording or structure. To address this, we present an inference-time method that enables users to emphasize specific parts of their prompt by steering the model's attention toward them, aligning the model's perceived importance of different prompt tokens with user intent. Unlike prior approaches that are limited to static instructions, require significant offline profiling, or rely on fixed biases, we dynamically update the proportion of model attention given to the user-specified parts--ensuring improved instruction following without performance degradation. We demonstrate that our approach improves instruction following across a variety of tasks involving multiple instructions and generalizes across models of varying scales.

We introduce \`A-la-carte Prompt Tuning (APT), a transformer-based scheme to tune prompts on distinct data so that they can be arbitrarily composed at inference time. The individual prompts can be trained in isolation, possibly on different devices, at different times, and on different distributions or domains. Furthermore each prompt only contains information about the subset of data it was exposed to during training. During inference, models can be assembled based on arbitrary selections of data sources, which we call "\`a-la-carte learning". \`A-la-carte learning enables constructing bespoke models specific to each user's individual access rights and preferences. We can add or remove information from the model by simply adding or removing the corresponding prompts without retraining from scratch. We demonstrate that \`a-la-carte built models achieve accuracy within 5% of models trained on the union of the respective sources, with comparable cost in terms of training and inference time. For the continual learning benchmarks Split CIFAR-100 and CORe50, we achieve state-of-the-art performance.

Enabling large language models (LLMs) to perform tasks in zero-shot has been an appealing goal owing to its labor-saving (i.e., requiring no task-specific annotations); as such, zero-shot prompting approaches also enjoy better task generalizability. To improve LLMs' zero-shot performance, prior work has focused on devising more effective task instructions (e.g., ``let's think step by step'' ). However, we argue that, in order for an LLM to solve them correctly in zero-shot, individual test instances need more carefully designed and customized instructions. To this end, we propose PRoMPTd, an approach that rewrites the task prompt for each individual test input to be more specific, unambiguous, and complete, so as to provide better guidance to the task LLM. We evaluated PRoMPTd on eight datasets covering tasks including arithmetics, logical reasoning, and code generation, using GPT-4 as the task LLM. Notably, PRoMPTd achieves an absolute improvement of around 10% on the complex MATH dataset and 5% on the code generation task on HumanEval, outperforming conventional zero-shot methods. In addition, we also showed that the rewritten prompt can provide better interpretability of how the LLM resolves each test instance, which can potentially be leveraged as a defense mechanism against adversarial prompting. The source code and dataset can be obtained from https://github.com/salokr/PRoMPTd

Large Language Models (LLMs) have shown great success in code generation. LLMs take as the input a prompt and output the code. A key question is how to make prompts (i.e., Prompting Techniques). Existing prompting techniques are designed for natural language generation and have low accuracy in code generation. In this paper, we propose a new prompting technique named AceCoder. Our motivation is that code generation meets two unique challenges (i.e., requirement understanding and code implementation). AceCoder contains two novel mechanisms (i.e., guided code generation and example retrieval) to solve these challenges. (1) Guided code generation asks LLMs first to analyze requirements and output an intermediate preliminary (e.g., test cases). The preliminary is used to clarify requirements and tell LLMs "what to write". (2) Example retrieval selects similar programs as examples in prompts, which provide lots of relevant content (e.g., algorithms, APIs) and teach LLMs "how to write". We apply AceCoder to three LLMs (e.g., Codex) and evaluate it on three public benchmarks using the Pass@k. Results show that AceCoder can significantly improve the performance of LLMs on code generation. (1) In terms of Pass@1, AceCoder outperforms the state-of-the-art baseline by up to 56.4% in MBPP, 70.7% in MBJP, and 88.4% in MBJSP. (2) AceCoder is effective in LLMs with different sizes (i.e., 6B to 13B) and different languages (i.e., Python, Java, and JavaScript). (3) Human evaluation shows human developers prefer programs from AceCoder.

This case study investigates the task of job classification in a real-world setting, where the goal is to determine whether an English-language job posting is appropriate for a graduate or entry-level position. We explore multiple approaches to text classification, including supervised approaches such as traditional models like Support Vector Machines (SVMs) and state-of-the-art deep learning methods such as DeBERTa. We compare them with Large Language Models (LLMs) used in both few-shot and zero-shot classification settings. To accomplish this task, we employ prompt engineering, a technique that involves designing prompts to guide the LLMs towards the desired output. Specifically, we evaluate the performance of two commercially available state-of-the-art GPT-3.5-based language models, text-davinci-003 and gpt-3.5-turbo. We also conduct a detailed analysis of the impact of different aspects of prompt engineering on the model's performance. Our results show that, with a well-designed prompt, a zero-shot gpt-3.5-turbo classifier outperforms all other models, achieving a 6% increase in Precision@95% Recall compared to the best supervised approach. Furthermore, we observe that the wording of the prompt is a critical factor in eliciting the appropriate "reasoning" in the model, and that seemingly minor aspects of the prompt significantly affect the model's performance.

Recent advancements in LLMs have showcased their remarkable role-playing capabilities, able to accurately simulate the dialogue styles and cognitive processes of various roles based on different instructions and contexts. Studies indicate that assigning LLMs the roles of experts, a strategy known as role-play prompting, can enhance their performance in the corresponding domains. However, the prompt needs to be manually designed for the given problem, requiring certain expertise and iterative modifications. To this end, we propose self-prompt tuning, making LLMs themselves generate role-play prompts through fine-tuning. Leveraging the LIMA dataset as our foundational corpus, we employ GPT-4 to annotate role-play prompts for each data points, resulting in the creation of the LIMA-Role dataset. We then fine-tune LLMs like Llama-2-7B and Mistral-7B on LIMA-Role. Consequently, the self-prompt tuned LLMs can automatically generate expert role prompts for any given question. We extensively evaluate self-prompt tuned LLMs on widely used NLP benchmarks and open-ended question test. Our empirical results illustrate that self-prompt tuned LLMs outperform standard instruction tuned baselines across most datasets. This highlights the great potential of utilizing fine-tuning to enable LLMs to self-prompt, thereby automating complex prompting strategies. We release the dataset, models, and code at this https://anonymous.4open.science/r/Self-Prompt-Tuning-739E/{url}.

Most public instruction finetuning datasets are relatively small compared to the closed source datasets used to train industry models. To study questions about finetuning at scale, such as curricula and learning rate cooldown schedules, there is a need for industrial-scale datasets. However, this scale necessitates a data generation process that is almost entirely automated. In this work, we study methods for generating large instruction datasets from a single prompt. With little human oversight, we get LLMs to write diverse sets of instruction examples ranging from simple completion tasks to complex multi-turn dialogs across a variety of subject areas. When finetuning a Llama-3 8B base model, our dataset meets or exceeds both WizardLM and Ultrachat on both knowledge-intensive leaderboard tasks as well as conversational evaluations. We release our dataset, the "generator" prompts that created it, and our finetuned model checkpoints.

This paper assesses the potential for large language models (LLMs) to serve as assistive tools in the creative writing process, by means of a single, in-depth case study. In the course of the study, we develop interactive and multi-voice prompting strategies that interleave background descriptions (scene setting, plot elements), instructions that guide composition, samples of text in the target style, and critical discussion of the given samples. We qualitatively evaluate the results from a literary critical perspective, as well as from the standpoint of computational creativity (a sub-field of artificial intelligence). Our findings lend support to the view that the sophistication of the results that can be achieved with an LLM mirrors the sophistication of the prompting.

Prompt engineering is a technique that involves augmenting a large pre-trained model with task-specific hints, known as prompts, to adapt the model to new tasks. Prompts can be created manually as natural language instructions or generated automatically as either natural language instructions or vector representations. Prompt engineering enables the ability to perform predictions based solely on prompts without updating model parameters, and the easier application of large pre-trained models in real-world tasks. In past years, Prompt engineering has been well-studied in natural language processing. Recently, it has also been intensively studied in vision-language modeling. However, there is currently a lack of a systematic overview of prompt engineering on pre-trained vision-language models. This paper aims to provide a comprehensive survey of cutting-edge research in prompt engineering on three types of vision-language models: multimodal-to-text generation models (e.g. Flamingo), image-text matching models (e.g. CLIP), and text-to-image generation models (e.g. Stable Diffusion). For each type of model, a brief model summary, prompting methods, prompting-based applications, and the corresponding responsibility and integrity issues are summarized and discussed. Furthermore, the commonalities and differences between prompting on vision-language models, language models, and vision models are also discussed. The challenges, future directions, and research opportunities are summarized to foster future research on this topic.

Large Language Models (LLMs), such as ChatGPT, are quickly advancing AI to the frontiers of practical consumer use and leading industries to re-evaluate how they allocate resources for content production. Authoring of open educational resources and hint content within adaptive tutoring systems is labor intensive. Should LLMs like ChatGPT produce educational content on par with human-authored content, the implications would be significant for further scaling of computer tutoring system approaches. In this paper, we conduct the first learning gain evaluation of ChatGPT by comparing the efficacy of its hints with hints authored by human tutors with 77 participants across two algebra topic areas, Elementary Algebra and Intermediate Algebra. We find that 70% of hints produced by ChatGPT passed our manual quality checks and that both human and ChatGPT conditions produced positive learning gains. However, gains were only statistically significant for human tutor created hints. Learning gains from human-created hints were substantially and statistically significantly higher than ChatGPT hints in both topic areas, though ChatGPT participants in the Intermediate Algebra experiment were near ceiling and not even with the control at pre-test. We discuss the limitations of our study and suggest several future directions for the field. Problem and hint content used in the experiment is provided for replicability.

Research on prompting has shown excellent performance with little or even no supervised training across many tasks. However, prompting for machine translation is still under-explored in the literature. We fill this gap by offering a systematic study on prompting strategies for translation, examining various factors for prompt template and demonstration example selection. We further explore the use of monolingual data and the feasibility of cross-lingual, cross-domain, and sentence-to-document transfer learning in prompting. Extensive experiments with GLM-130B (Zeng et al., 2022) as the testbed show that 1) the number and the quality of prompt examples matter, where using suboptimal examples degenerates translation; 2) several features of prompt examples, such as semantic similarity, show significant Spearman correlation with their prompting performance; yet, none of the correlations are strong enough; 3) using pseudo parallel prompt examples constructed from monolingual data via zero-shot prompting could improve translation; and 4) improved performance is achievable by transferring knowledge from prompt examples selected in other settings. We finally provide an analysis on the model outputs and discuss several problems that prompting still suffers from.

Text-to-image generation models are powerful but difficult to use. Users craft specific prompts to get better images, though the images can be repetitive. This paper proposes a Prompt Expansion framework that helps users generate high-quality, diverse images with less effort. The Prompt Expansion model takes a text query as input and outputs a set of expanded text prompts that are optimized such that when passed to a text-to-image model, generates a wider variety of appealing images. We conduct a human evaluation study that shows that images generated through Prompt Expansion are more aesthetically pleasing and diverse than those generated by baseline methods. Overall, this paper presents a novel and effective approach to improving the text-to-image generation experience.

EduChat (https://www.educhat.top/) is a large-scale language model (LLM)-based chatbot system in the education domain. Its goal is to support personalized, fair, and compassionate intelligent education, serving teachers, students, and parents. Guided by theories from psychology and education, it further strengthens educational functions such as open question answering, essay assessment, Socratic teaching, and emotional support based on the existing basic LLMs. Particularly, we learn domain-specific knowledge by pre-training on the educational corpus and stimulate various skills with tool use by fine-tuning on designed system prompts and instructions. Currently, EduChat is available online as an open-source project, with its code, data, and model parameters available on platforms (e.g., GitHub https://github.com/icalk-nlp/EduChat, Hugging Face https://huggingface.co/ecnu-icalk ). We also prepare a demonstration of its capabilities online (https://vimeo.com/851004454). This initiative aims to promote research and applications of LLMs for intelligent education.

Knowledge-based visual question answering (VQA) involves questions that require world knowledge beyond the image to yield the correct answer. Large language models (LMs) like GPT-3 are particularly helpful for this task because of their strong knowledge retrieval and reasoning capabilities. To enable LM to understand images, prior work uses a captioning model to convert images into text. However, when summarizing an image in a single caption sentence, which visual entities to describe are often underspecified. Generic image captions often miss visual details essential for the LM to answer visual questions correctly. To address this challenge, we propose PromptCap (Prompt-guided image Captioning), a captioning model designed to serve as a better connector between images and black-box LMs. Different from generic captions, PromptCap takes a natural-language prompt to control the visual entities to describe in the generated caption. The prompt contains a question that the caption should aid in answering. To avoid extra annotation, PromptCap is trained by examples synthesized with GPT-3 and existing datasets. We demonstrate PromptCap's effectiveness on an existing pipeline in which GPT-3 is prompted with image captions to carry out VQA. PromptCap outperforms generic captions by a large margin and achieves state-of-the-art accuracy on knowledge-based VQA tasks (60.4% on OK-VQA and 59.6% on A-OKVQA). Zero-shot results on WebQA show that PromptCap generalizes well to unseen domains.

Given the growing importance of AI literacy, we decided to write this tutorial to help narrow the gap between the discourse among those who study language models -- the core technology underlying ChatGPT and similar products -- and those who are intrigued and want to learn more about them. In short, we believe the perspective of researchers and educators can add some clarity to the public's understanding of the technologies beyond what's currently available, which tends to be either extremely technical or promotional material generated about products by their purveyors. Our approach teases apart the concept of a language model from products built on them, from the behaviors attributed to or desired from those products, and from claims about similarity to human cognition. As a starting point, we (1) offer a scientific viewpoint that focuses on questions amenable to study through experimentation; (2) situate language models as they are today in the context of the research that led to their development; and (3) describe the boundaries of what is known about the models at this writing.

Multiple choice question answering (MCQA) is popular for LLM evaluation due to its simplicity and human-like testing, but we argue for its reform. We first reveal flaws in MCQA's format, as it struggles to: 1) test generation/subjectivity; 2) match LLM use cases; and 3) fully test knowledge. We instead advocate for generative formats based on human testing-where LLMs construct and explain answers-better capturing user needs and knowledge while remaining easy to score. We then show even when MCQA is a useful format, its datasets suffer from: leakage; unanswerability; shortcuts; and saturation. In each issue, we give fixes from education, like rubrics to guide MCQ writing; scoring methods to bridle guessing; and Item Response Theory to build harder MCQs. Lastly, we discuss LLM errors in MCQA-robustness, biases, and unfaithful explanations-showing how our prior solutions better measure or address these issues. While we do not need to desert MCQA, we encourage more efforts in refining the task based on educational testing, advancing evaluations.

Recent studies show that large language models (LLMs) can be instructed to effectively perform zero-shot passage re-ranking, in which the results of a first stage retrieval method, such as BM25, are rated and reordered to improve relevance. In this work, we improve LLM-based re-ranking by algorithmically selecting few-shot demonstrations to include in the prompt. Our analysis investigates the conditions where demonstrations are most helpful, and shows that adding even one demonstration is significantly beneficial. We propose a novel demonstration selection strategy based on difficulty rather than the commonly used semantic similarity. Furthermore, we find that demonstrations helpful for ranking are also effective at question generation. We hope our work will spur more principled research into question generation and passage ranking.

Large language models (LLMs) are highly capable at a variety of tasks given the right prompt, but writing one is still a difficult and tedious process. In this work, we introduce ConstitutionalExperts, a method for learning a prompt consisting of constitutional principles (i.e. rules), given a training dataset. Unlike prior methods that optimize the prompt as a single entity, our method incrementally improves the prompt by surgically editing individual principles. We also show that we can improve overall performance by learning unique prompts for different semantic regions of the training data and using a mixture-of-experts (MoE) architecture to route inputs at inference time. We compare our method to other state of the art prompt-optimization techniques across six benchmark datasets. We also investigate whether MoE improves these other techniques. Our results suggest that ConstitutionalExperts outperforms other prompt optimization techniques by 10.9% (F1) and that mixture-of-experts improves all techniques, suggesting its broad applicability.

Large Language Models, such as Generative Pre-trained Transformer 3 (aka. GPT-3), have been developed to understand language through the analysis of extensive text data, allowing them to identify patterns and connections between words. While LLMs have demonstrated impressive performance across various text-related tasks, they encounter challenges in tasks associated with reasoning. To address this challenge, Chain of Thought(CoT) prompting method has been proposed as a means to enhance LLMs' proficiency in complex reasoning tasks like solving math word problems and answering questions based on logical argumentative reasoning. The primary aim of this research is to assess how well four language models can grade reflective essays of third-year medical students. The assessment will specifically target the evaluation of critical thinking skills using CoT prompting. The research will provide the following contributions; to introduce and educate on the process of instructing models to evaluate reflective essays from a dataset they have not been previously trained on; to illustrate the use of CoT prompting as an instructional approach for training large models to carry out particular tasks. Our results suggest that among all the models, Llama-7b performs the least effectively, displaying the highest mean squared error. Conversely, ChatGPT emerges as the superior model, boasting a higher Cohen kappa score value of 0.53. Lastly, it's important to note that the selected models do prioritise user privacy by allowing users to delete their own conducted conversations.

In this paper, I introduce the retrieval problem, a simple reasoning task that can be solved only by transformers with a minimum number of layers. The task has an adjustable difficulty that can further increase the required number of layers to any arbitrary value. I demonstrate that large language models can solve the task under different prompting formulations without any fine-tuning. To understand how transformers solve the retrieval problem, I train several transformers on a minimal formulation. I find that successful learning occurs only under the presence of an implicit curriculum. I uncover the learned mechanisms by studying the attention maps in the trained transformers. I also study the training process, uncovering that attention heads always emerge in a specific sequence.

Socratic questioning is an educational method that allows students to discover answers to complex problems by asking them a series of thoughtful questions. Generation of didactically sound questions is challenging, requiring understanding of the reasoning process involved in the problem. We hypothesize that such questioning strategy can not only enhance the human performance, but also assist the math word problem (MWP) solvers. In this work, we explore the ability of large language models (LMs) in generating sequential questions for guiding math word problem-solving. We propose various guided question generation schemes based on input conditioning and reinforcement learning. On both automatic and human quality evaluations, we find that LMs constrained with desirable question properties generate superior questions and improve the overall performance of a math word problem solver. We conduct a preliminary user study to examine the potential value of such question generation models in the education domain. Results suggest that the difficulty level of problems plays an important role in determining whether questioning improves or hinders human performance. We discuss the future of using such questioning strategies in education.

Designing dialog tutors has been challenging as it involves modeling the diverse and complex pedagogical strategies employed by human tutors. Although there have been significant recent advances in neural conversational systems using large language models (LLMs) and growth in available dialog corpora, dialog tutoring has largely remained unaffected by these advances. In this paper, we rigorously analyze various generative language models on two dialog tutoring datasets for language learning using automatic and human evaluations to understand the new opportunities brought by these advances as well as the challenges we must overcome to build models that would be usable in real educational settings. We find that although current approaches can model tutoring in constrained learning scenarios when the number of concepts to be taught and possible teacher strategies are small, they perform poorly in less constrained scenarios. Our human quality evaluation shows that both models and ground-truth annotations exhibit low performance in terms of equitable tutoring, which measures learning opportunities for students and how engaging the dialog is. To understand the behavior of our models in a real tutoring setting, we conduct a user study using expert annotators and find a significantly large number of model reasoning errors in 45% of conversations. Finally, we connect our findings to outline future work.

Prompt learning has surfaced as an effective approach to enhance the performance of Vision-Language Models (VLMs) like CLIP when applied to downstream tasks. However, current learnable prompt tokens are primarily used for the single phase of adapting to tasks (i.e., adapting prompt), easily leading to overfitting risks. In this work, we propose a novel Cascade Prompt Learning CasPL framework to enable prompt learning to serve both generic and specific expertise (i.e., boosting and adapting prompt) simultaneously. Specifically, CasPL is a new learning paradigm comprising two distinct phases of learnable prompts: the first boosting prompt is crafted to extract domain-general knowledge from a senior larger CLIP teacher model by aligning their predicted logits using extensive unlabeled domain images. The second adapting prompt is then cascaded with the frozen first set to fine-tune the downstream tasks, following the approaches employed in prior research. In this manner, CasPL can effectively capture both domain-general and task-specific representations into explicitly different gradual groups of prompts, thus potentially alleviating overfitting issues in the target domain. It's worth noting that CasPL serves as a plug-and-play module that can seamlessly integrate into any existing prompt learning approach. CasPL achieves a significantly better balance between performance and inference speed, which is especially beneficial for deploying smaller VLM models in resource-constrained environments. Compared to the previous state-of-the-art method PromptSRC, CasPL shows an average improvement of 1.85% for base classes, 3.44% for novel classes, and 2.72% for the harmonic mean over 11 image classification datasets. Code is publicly available at: https://github.com/megvii-research/CasPL.

Teaching to improve student models (e.g., knowledge distillation) is an extensively studied methodology in LLMs. However, for humans, teaching not only improves students but also improves teachers. We ask: Can LLMs also learn by teaching (LbT)? If yes, we can potentially unlock the possibility of continuously advancing the models without solely relying on human-produced data or stronger models. In this paper, we provide a preliminary exploration of this ambitious agenda. We show that LbT ideas can be incorporated into existing LLM training/prompting pipelines and provide noticeable improvements. Specifically, we design three methods, each mimicking one of the three levels of LbT in humans: observing students' feedback, learning from the feedback, and learning iteratively, with the goals of improving answer accuracy without training and improving models' inherent capability with fine-tuning. The findings are encouraging. For example, similar to LbT in human, we see that: (1) LbT can induce weak-to-strong generalization: strong models can improve themselves by teaching other weak models; (2) Diversity in students might help: teaching multiple students could be better than teaching one student or the teacher itself. We hope that this early promise can inspire future research on LbT and more broadly adopting the advanced techniques in education to improve LLMs. The code is available at https://github.com/imagination-research/lbt.

The recent trend in the Large Vision and Language model has brought a new change in how information extraction systems are built. VLMs have set a new benchmark with their State-of-the-art techniques in understanding documents and building question-answering systems across various industries. They are significantly better at generating text from document images and providing accurate answers to questions. However, there are still some challenges in effectively utilizing these models to build a precise conversational system. General prompting techniques used with large language models are often not suitable for these specially designed vision language models. The output generated by such generic input prompts is ordinary and may contain information gaps when compared with the actual content of the document. To obtain more accurate and specific answers, a well-targeted prompt is required by the vision language model, along with the document image. In this paper, a technique is discussed called Target prompting, which focuses on explicitly targeting parts of document images and generating related answers from those specific regions only. The paper also covers the evaluation of response for each prompting technique using different user queries and input prompts.

We introduce a high-quality dataset that contains 3,397 samples comprising (i) multiple choice questions, (ii) answers (including distractors), and (iii) their source documents, from the educational domain. Each question is phrased in two forms, normal and close. Correct answers are linked to source documents with sentence-level annotations. Thus, our versatile dataset can be used for both question and distractor generation, as well as to explore new challenges such as question format conversion. Furthermore, 903 questions are accompanied by their cognitive complexity level as per Bloom's taxonomy. All questions have been generated by educational experts rather than crowd workers to ensure they are maintaining educational and learning standards. Our analysis and experiments suggest distinguishable differences between our dataset and commonly used ones for question generation for educational purposes. We believe this new dataset can serve as a valuable resource for research and evaluation in the educational domain. The dataset and baselines will be released to support further research in question generation.

Since the emergence of large language models, prompt learning has become a popular method for optimizing and customizing these models. Special prompts, such as Chain-of-Thought, have even revealed previously unknown reasoning capabilities within these models. However, the progress of discovering effective prompts has been slow, driving a desire for general prompt optimization methods. Unfortunately, few existing prompt learning methods satisfy the criteria of being truly "general", i.e., automatic, discrete, black-box, gradient-free, and interpretable all at once. In this paper, we introduce metaheuristics, a branch of discrete non-convex optimization methods with over 100 options, as a promising approach to prompt learning. Within our paradigm, we test six typical methods: hill climbing, simulated annealing, genetic algorithms with/without crossover, tabu search, and harmony search, demonstrating their effectiveness in black-box prompt learning and Chain-of-Thought prompt tuning. Furthermore, we show that these methods can be used to discover more human-understandable prompts that were previously unknown, opening the door to a cornucopia of possibilities in prompt optimization. We release all the codes in https://github.com/research4pan/Plum.

Recently, prompt-tuning has achieved promising results for specific few-shot classification tasks. The core idea of prompt-tuning is to insert text pieces (i.e., templates) into the input and transform a classification task into a masked language modeling problem. However, for relation extraction, determining an appropriate prompt template requires domain expertise, and it is cumbersome and time-consuming to obtain a suitable label word. Furthermore, there exists abundant semantic and prior knowledge among the relation labels that cannot be ignored. To this end, we focus on incorporating knowledge among relation labels into prompt-tuning for relation extraction and propose a Knowledge-aware Prompt-tuning approach with synergistic optimization (KnowPrompt). Specifically, we inject latent knowledge contained in relation labels into prompt construction with learnable virtual type words and answer words. Then, we synergistically optimize their representation with structured constraints. Extensive experimental results on five datasets with standard and low-resource settings demonstrate the effectiveness of our approach. Our code and datasets are available in https://github.com/zjunlp/KnowPrompt for reproducibility.

Reasoning presents a significant and challenging issue for Large Language Models (LLMs). The predominant focus of research has revolved around developing diverse prompting strategies to guide and structure the reasoning processes of LLMs. However, these approaches based on decoder-only causal language models often operate the input question in a single forward pass, potentially missing the rich, back-and-forth interactions inherent in human reasoning. Scant attention has been paid to a critical dimension, i.e., the input question itself embedded within the prompts. In response, we introduce a deceptively simple yet highly effective prompting strategy, termed question "re-reading". Drawing inspiration from human learning and problem-solving, re-reading entails revisiting the question information embedded within input prompts. This approach aligns seamlessly with the cognitive principle of reinforcement, enabling LLMs to extract deeper insights, identify intricate patterns, establish more nuanced connections, and ultimately enhance their reasoning capabilities across various tasks. Experiments conducted on a series of reasoning benchmarks serve to underscore the effectiveness and generality of our method. Moreover, our findings demonstrate that our approach seamlessly integrates with various language models, though-eliciting prompting methods, and ensemble techniques, further underscoring its versatility and compatibility in the realm of LLMs.

The use of Large Language Models (LLMs) has increased significantly with users frequently asking questions to chatbots. In the time when information is readily accessible, it is crucial to stimulate and preserve human cognitive abilities and maintain strong reasoning skills. This paper addresses such challenges by promoting the use of hints as an alternative or a supplement to direct answers. We first introduce a manually constructed hint dataset, WikiHint, which is based on Wikipedia and includes 5,000 hints created for 1,000 questions. We then finetune open-source LLMs such as LLaMA-3.1 for hint generation in answer-aware and answeragnostic contexts. We assess the effectiveness of the hints with human participants who answer questions with and without the aid of hints. Additionally, we introduce a lightweight evaluation method, HintRank, to evaluate and rank hints in both answeraware and answer-agnostic settings. Our findings show that (a) the dataset helps generate more effective hints, (b) including answer information along with questions generally improves quality of generated hints, and (c) encoder-based models perform better than decoder-based models in hint ranking.

To enhance the quality of generated stories, recent story generation models have been investigating the utilization of higher-level attributes like plots or commonsense knowledge. The application of prompt-based learning with large language models (LLMs), exemplified by GPT-3, has exhibited remarkable performance in diverse natural language processing (NLP) tasks. This paper conducts a comprehensive investigation, utilizing both automatic and human evaluation, to compare the story generation capacity of LLMs with recent models across three datasets with variations in style, register, and length of stories. The results demonstrate that LLMs generate stories of significantly higher quality compared to other story generation models. Moreover, they exhibit a level of performance that competes with human authors, albeit with the preliminary observation that they tend to replicate real stories in situations involving world knowledge, resembling a form of plagiarism.

Although LLMs are increasing the productivity of professional programmers, existing work shows that beginners struggle to prompt LLMs to solve text-to-code tasks. Why is this the case? This paper explores two competing hypotheses about the cause of student-LLM miscommunication: (1) students simply lack the technical vocabulary needed to write good prompts, and (2) students do not understand the extent of information that LLMs need to solve code generation tasks. We study (1) with a causal intervention experiment on technical vocabulary and (2) by analyzing graphs that abstract how students edit prompts and the different failures that they encounter. We find that substance beats style: a poor grasp of technical vocabulary is merely correlated with prompt failure; that the information content of prompts predicts success; that students get stuck making trivial edits; and more. Our findings have implications for the use of LLMs in programming education, and for efforts to make computing more accessible with LLMs.

Pre-trained vision-language models (e.g., CLIP) have shown promising zero-shot generalization in many downstream tasks with properly designed text prompts. Instead of relying on hand-engineered prompts, recent works learn prompts using the training data from downstream tasks. While effective, training on domain-specific data reduces a model's generalization capability to unseen new domains. In this work, we propose test-time prompt tuning (TPT), a method that can learn adaptive prompts on the fly with a single test sample. For image classification, TPT optimizes the prompt by minimizing the entropy with confidence selection so that the model has consistent predictions across different augmented views of each test sample. In evaluating generalization to natural distribution shifts, TPT improves the zero-shot top-1 accuracy of CLIP by 3.6% on average, surpassing previous prompt tuning approaches that require additional task-specific training data. In evaluating cross-dataset generalization with unseen categories, TPT performs on par with the state-of-the-art approaches that use additional training data. Project page: https://azshue.github.io/TPT.

Large Language Models (LLMs) have achieved remarkable success in reasoning tasks with the development of prompting methods. However, existing prompting approaches cannot reuse insights of solving similar problems and suffer from accumulated errors in multi-step reasoning, since they prompt LLMs to reason from scratch. To address these issues, we propose \textit{Thought Propagation (TP)}, which explores the analogous problems and leverages their solutions to enhance the complex reasoning ability of LLMs. These analogous problems are related to the input one, with reusable solutions and problem-solving strategies. Thus, it is promising to propagate insights of solving previous analogous problems to inspire new problem-solving. To achieve this, TP first prompts LLMs to propose and solve a set of analogous problems that are related to the input one. Then, TP reuses the results of analogous problems to directly yield a new solution or derive a knowledge-intensive plan for execution to amend the initial solution obtained from scratch. TP is compatible with existing prompting approaches, allowing plug-and-play generalization and enhancement in a wide range of tasks without much labor in task-specific prompt engineering. Experiments across three challenging tasks demonstrate TP enjoys a substantial improvement over the baselines by an average of 12\% absolute increase in finding the optimal solutions in Shortest-path Reasoning, 13\% improvement of human preference in Creative Writing, and 15\% enhancement in the task completion rate of LLM-Agent Planning.

We teach goal-driven agents to interactively act and speak in situated environments by training on generated curriculums. Our agents operate in LIGHT (Urbanek et al. 2019) -- a large-scale crowd-sourced fantasy text adventure game wherein an agent perceives and interacts with the world through textual natural language. Goals in this environment take the form of character-based quests, consisting of personas and motivations. We augment LIGHT by learning to procedurally generate additional novel textual worlds and quests to create a curriculum of steadily increasing difficulty for training agents to achieve such goals. In particular, we measure curriculum difficulty in terms of the rarity of the quest in the original training distribution -- an easier environment is one that is more likely to have been found in the unaugmented dataset. An ablation study shows that this method of learning from the tail of a distribution results in significantly higher generalization abilities as measured by zero-shot performance on never-before-seen quests.

With the spread of the use of Text2Img diffusion models such as DALL-E 2, Imagen, Mid Journey and Stable Diffusion, one challenge that artists face is selecting the right prompts to achieve the desired artistic output. We present techniques for measuring the effect that specific words and phrases in prompts have, and (in the Appendix) present guidance on the selection of prompts to produce desired effects.

Today's image generation systems are capable of producing realistic and high-quality images. However, user prompts often contain ambiguities, making it difficult for these systems to interpret users' actual intentions. Consequently, many users must modify their prompts several times to ensure the generated images meet their expectations. While some methods focus on enhancing prompts to make the generated images fit user needs, the model is still hard to understand users' real needs, especially for non-expert users. In this research, we aim to enhance the visual parameter-tuning process, making the model user-friendly for individuals without specialized knowledge and better understand user needs. We propose a human-machine co-adaption strategy using mutual information between the user's prompts and the pictures under modification as the optimizing target to make the system better adapt to user needs. We find that an improved model can reduce the necessity for multiple rounds of adjustments. We also collect multi-round dialogue datasets with prompts and images pairs and user intent. Various experiments demonstrate the effectiveness of the proposed method in our proposed dataset. Our annotation tools and several examples of our dataset are available at https://zenodo.org/records/14876029 for easier review. We will make open source our full dataset and code.

Recent advancements in large language models (LLMs) have raised concerns about inference costs, increasing the need for research into model compression. While knowledge distillation (KD) is a prominent method for this, research on KD for generative language models like LLMs is relatively sparse, and the approach of distilling student-friendly knowledge, which has shown promising performance in KD for classification models, remains unexplored in generative language models. To explore this approach, we propose PromptKD, a simple yet effective method that utilizes prompt tuning - for the first time in KD - to enable generative language models to transfer student-friendly knowledge. Unlike previous works in classification that require fine-tuning the entire teacher model for extracting student-friendly knowledge, PromptKD achieves similar effects by adding a small number of prompt tokens and tuning only the prompt with student guidance. Extensive experiments on instruction-following datasets using the GPT-2 model family show that PromptKD achieves state-of-the-art performance while adding only 0.0007% of the teacher's parameters as prompts. Further analysis suggests that distilling student-friendly knowledge alleviates exposure bias effectively throughout the entire training process, leading to performance enhancements.

Large Language Models (LLMs) have shown remarkable capabilities, with optimizing their input prompts playing a pivotal role in maximizing their performance. However, while LLM prompts consist of both the task-agnostic system prompts and task-specific user prompts, existing work on prompt optimization has focused on user prompts specific to individual queries or tasks, and largely overlooked the system prompt that is, once optimized, applicable across different tasks and domains. Motivated by this, we introduce the novel problem of bilevel system prompt optimization, whose objective is to design system prompts that are robust to diverse user prompts and transferable to unseen tasks. To tackle this problem, we then propose a meta-learning framework, which meta-learns the system prompt by optimizing it over various user prompts across multiple datasets, while simultaneously updating the user prompts in an iterative manner to ensure synergy between them. We conduct experiments on 14 unseen datasets spanning 5 different domains, on which we show that our approach produces system prompts that generalize effectively to diverse user prompts. Also, our findings reveal that the optimized system prompt enables rapid adaptation even to unseen tasks, requiring fewer optimization steps for test-time user prompts while achieving improved performance.

LLMs have demonstrated commendable performance across diverse domains. Nevertheless, formulating high-quality prompts to assist them in their work poses a challenge for non-AI experts. Existing research in prompt engineering suggests somewhat scattered optimization principles and designs empirically dependent prompt optimizers. Unfortunately, these endeavors lack a structural design, incurring high learning costs and it is not conducive to the iterative updating of prompts, especially for non-AI experts. Inspired by structured reusable programming languages, we propose LangGPT, a structural prompt design framework. Furthermore, we introduce Minstrel, a multi-generative agent system with reflection to automate the generation of structural prompts. Experiments and the case study illustrate that structural prompts generated by Minstrel or written manually significantly enhance the performance of LLMs. Furthermore, we analyze the ease of use of structural prompts through a user survey in our online community.

Large language models (LLMs) are evolving from conversational systems into strong reasoners for tasks such as Olympiad mathematics and competitive programming. While scaling parameters and test-time computation has driven progress, a key bottleneck is the lack of high-quality training problems: human-curated datasets are costly and limited, while existing synthetic corpora are often too easy or narrow. PromptCoT 1.0 showed that injecting rationales into prompt synthesis increases problem difficulty. Building on this, we present PromptCoT 2.0, a scalable framework that replaces hand-crafted heuristics with an expectation-maximization (EM) loop, where rationales are iteratively refined to guide prompt construction. This produces problems that are both harder and more diverse than prior corpora. The synthetic prompts support two post-training regimes: (1) Self-Play, where strong models improve autonomously via verifiable feedback without stronger teachers; and (2) Supervised Fine-Tuning (SFT), where weaker models learn from teacher-distilled traces. Extensive experiments demonstrate the effectiveness of this approach. In self-play, applying PromptCoT 2.0 to Qwen3-30B-A3B-Thinking-2507 sets new state-of-the-art results at the 30B scale, with +4.4, +4.8, and +5.3 on AIME 24/25 and HMMT 25, +6.1 and +5.0 on LiveCodeBench v5/v6, and +35 Elo on Codeforces. In SFT, training Qwen2.5-7B-Instruct solely on synthetic prompts boosts accuracy to 73.1 (AIME 24), 65.6 (AIME 25), and 53.4 (LiveCodeBench v5), surpassing models trained on human or hybrid data. Analyses further confirm that PromptCoT 2.0 yields fundamentally harder and distributionally distinct problems. These results establish prompt synthesis as a new axis for scaling reasoning and position PromptCoT 2.0 as a scalable foundation for future open-source models. The implementation is available at https://github.com/inclusionAI/PromptCoT.

Modern language models (LMs) are not robust to out-of-distribution inputs. Machine generated (``optimized'') prompts can be used to modulate LM outputs and induce specific behaviors while appearing completely uninterpretable. In this work, we investigate the composition of optimized prompts, as well as the mechanisms by which LMs parse and build predictions from optimized prompts. We find that optimized prompts primarily consist of punctuation and noun tokens which are more rare in the training data. Internally, optimized prompts are clearly distinguishable from natural language counterparts based on sparse subsets of the model's activations. Across various families of instruction-tuned models, optimized prompts follow a similar path in how their representations form through the network.

Pre-trained vision-language models like CLIP have remarkably adapted to various downstream tasks. Nonetheless, their performance heavily depends on the specificity of the input text prompts, which requires skillful prompt template engineering. Instead, current approaches to prompt optimization learn the prompts through gradient descent, where the prompts are treated as adjustable parameters. However, these methods tend to lead to overfitting of the base classes seen during training and produce prompts that are no longer understandable by humans. This paper introduces a simple but interpretable prompt optimizer (IPO), that utilizes large language models (LLMs) to generate textual prompts dynamically. We introduce a Prompt Optimization Prompt that not only guides LLMs in creating effective prompts but also stores past prompts with their performance metrics, providing rich in-context information. Additionally, we incorporate a large multimodal model (LMM) to condition on visual content by generating image descriptions, which enhance the interaction between textual and visual modalities. This allows for thae creation of dataset-specific prompts that improve generalization performance, while maintaining human comprehension. Extensive testing across 11 datasets reveals that IPO not only improves the accuracy of existing gradient-descent-based prompt learning methods but also considerably enhances the interpretability of the generated prompts. By leveraging the strengths of LLMs, our approach ensures that the prompts remain human-understandable, thereby facilitating better transparency and oversight for vision-language models.

LLMs have demonstrated commendable performance across diverse domains. Nevertheless, formulating high-quality prompts to instruct LLMs proficiently poses a challenge for non-AI experts. Existing research in prompt engineering suggests somewhat scattered optimization principles and designs empirically dependent prompt optimizers. Unfortunately, these endeavors lack a structured design template, incurring high learning costs and resulting in low reusability. In addition, it is not conducive to the iterative updating of prompts. Inspired by structured reusable programming languages, we propose LangGPT, a dual-layer prompt design framework as the programming language for LLMs. LangGPT has an easy-to-learn normative structure and provides an extended structure for migration and reuse. Experiments illustrate that LangGPT significantly enhances the performance of LLMs. Moreover, the case study shows that LangGPT leads LLMs to generate higher-quality responses. Furthermore, we analyzed the ease of use and reusability of LangGPT through a user survey in our online community.

We introduce Prompt Curriculum Learning (PCL), a lightweight reinforcement learning (RL) algorithm that selects intermediate-difficulty prompts using a learned value model to post-train language models. Since post-training LLMs via RL remains sensitive to batching and prompt selection strategies, we first conduct a series of systematic experiments where we (1) determine the optimal training batch size that balances generation efficiency and gradient quality and (2) establish the importance of focusing on prompts of intermediate difficulty for the policy. We build upon these results to design PCL, which identifies prompts of intermediate difficulty for the current policy in an on-policy manner by using a value model that is concurrently updated based on the current policy. By focusing on informative prompts that yield high effective ratios, PCL achieves either the highest performance or requires significantly less time to reach comparable performance to its counterparts. Compared to rollout-based filtering methods, PCL avoids costly rollouts and achieves 12.1times and 16.9times faster speed on identifying intermediate-difficulty prompts when training on MATH and DeepScaleR, respectively. We further demonstrate that our value model accurately predicts prompt difficulty and allows PCL to focus on progressively more challenging prompts during RL. Our results present a new methodology that delivers improved tradeoff between upper-bound performance and efficiency for reasoning-focused RL.

Prompt engineering is a challenging and important task due to the high sensitivity of Large Language Models (LLMs) to the given prompt and the inherent ambiguity of a textual task instruction. Automatic prompt engineering is essential to achieve optimized performance from LLMs. Recent studies have demonstrated the capabilities of LLMs to automatically conduct prompt engineering by employing a meta-prompt that incorporates the outcomes of the last trials and proposes an improved prompt. However, this requires a high-quality benchmark to compare different prompts, which is difficult and expensive to acquire in many real-world use cases. In this work, we introduce a new method for automatic prompt engineering, using a calibration process that iteratively refines the prompt to the user intent. During the optimization process, the system jointly generates synthetic data of boundary use cases and optimizes the prompt according to the generated dataset. We demonstrate the effectiveness of our method with respect to strong proprietary models on real-world tasks such as moderation and generation. Our method outperforms state-of-the-art methods with a limited number of annotated samples. Furthermore, we validate the advantages of each one of the system's key components. Our system is built in a modular way, facilitating easy adaptation to other tasks. The code is available https://github.com/Eladlev/AutoPrompt{here}.

Prompting has shown impressive success in enabling large pretrained language models (LMs) to perform diverse NLP tasks, especially when only few downstream data are available. Automatically finding the optimal prompt for each task, however, is challenging. Most existing work resorts to tuning soft prompt (e.g., embeddings) which falls short of interpretability, reusability across LMs, and applicability when gradients are not accessible. Discrete prompt, on the other hand, is difficult to optimize, and is often created by "enumeration (e.g., paraphrasing)-then-selection" heuristics that do not explore the prompt space systematically. This paper proposes RLPrompt, an efficient discrete prompt optimization approach with reinforcement learning (RL). RLPrompt formulates a parameter-efficient policy network that generates the desired discrete prompt after training with reward. To overcome the complexity and stochasticity of reward signals by the large LM environment, we incorporate effective reward stabilization that substantially enhances the training efficiency. RLPrompt is flexibly applicable to different types of LMs, such as masked (e.g., BERT) and left-to-right models (e.g., GPTs), for both classification and generation tasks. Experiments on few-shot classification and unsupervised text style transfer show superior performance over a wide range of existing finetuning or prompting methods. Interestingly, the resulting optimized prompts are often ungrammatical gibberish text; and surprisingly, those gibberish prompts are transferrable between different LMs to retain significant performance, indicating LM prompting may not follow human language patterns.

Recently, prompt-based methods have achieved significant performance in few-shot learning scenarios by bridging the gap between language model pre-training and fine-tuning for downstream tasks. However, existing prompt templates are mostly designed for sentence-level tasks and are inappropriate for sequence labeling objectives. To address the above issue, we propose a multi-task instruction-based generative framework, named InstructionNER, for low-resource named entity recognition. Specifically, we reformulate the NER task as a generation problem, which enriches source sentences with task-specific instructions and answer options, then inferences the entities and types in natural language. We further propose two auxiliary tasks, including entity extraction and entity typing, which enable the model to capture more boundary information of entities and deepen the understanding of entity type semantics, respectively. Experimental results show that our method consistently outperforms other baselines on five datasets in few-shot settings.

Teachers and students are increasingly relying on online learning resources to supplement the ones provided in school. This increase in the breadth and depth of available resources is a great thing for students, but only provided they are able to find answers to their queries. Question-answering and information retrieval systems have benefited from public datasets to train and evaluate their algorithms, but most of these datasets have been in English text written by and for adults. We introduce a new public French question-answering dataset collected from Alloprof, a Quebec-based primary and high-school help website, containing 29 349 questions and their explanations in a variety of school subjects from 10 368 students, with more than half of the explanations containing links to other questions or some of the 2 596 reference pages on the website. We also present a case study of this dataset in an information retrieval task. This dataset was collected on the Alloprof public forum, with all questions verified for their appropriateness and the explanations verified both for their appropriateness and their relevance to the question. To predict relevant documents, architectures using pre-trained BERT models were fine-tuned and evaluated. This dataset will allow researchers to develop question-answering, information retrieval and other algorithms specifically for the French speaking education context. Furthermore, the range of language proficiency, images, mathematical symbols and spelling mistakes will necessitate algorithms based on a multimodal comprehension. The case study we present as a baseline shows an approach that relies on recent techniques provides an acceptable performance level, but more work is necessary before it can reliably be used and trusted in a production setting.

Text entry is an essential task in our day-to-day digital interactions. Numerous intelligent features have been developed to streamline this process, making text entry more effective, efficient, and fluid. These improvements include sentence prediction and user personalization. However, as deep learning-based language models become the norm for these advanced features, the necessity for data collection and model fine-tuning increases. These challenges can be mitigated by harnessing the in-context learning capability of large language models such as GPT-3.5. This unique feature allows the language model to acquire new skills through prompts, eliminating the need for data collection and fine-tuning. Consequently, large language models can learn various text prediction techniques. We initially showed that, for a sentence prediction task, merely prompting GPT-3.5 surpassed a GPT-2 backed system and is comparable with a fine-tuned GPT-3.5 model, with the latter two methods requiring costly data collection, fine-tuning and post-processing. However, the task of prompting large language models to specialize in specific text prediction tasks can be challenging, particularly for designers without expertise in prompt engineering. To address this, we introduce Promptor, a conversational prompt generation agent designed to engage proactively with designers. Promptor can automatically generate complex prompts tailored to meet specific needs, thus offering a solution to this challenge. We conducted a user study involving 24 participants creating prompts for three intelligent text entry tasks, half of the participants used Promptor while the other half designed prompts themselves. The results show that Promptor-designed prompts result in a 35% increase in similarity and 22% in coherence over those by designers.

This study applies Activity Theory to investigate how English as a foreign language (EFL) students prompt generative artificial intelligence (AI) tools during short story writing. Sixty-seven Hong Kong secondary school students created generative-AI tools using open-source language models and wrote short stories with them. The study collected and analyzed the students' generative-AI tools, short stories, and written reflections on their conditions or purposes for prompting. The research identified three main themes regarding the purposes for which students prompt generative-AI tools during short story writing: a lack of awareness of purposes, overcoming writer's block, and developing, expanding, and improving the story. The study also identified common characteristics of students' activity systems, including the sophistication of their generative-AI tools, the quality of their stories, and their school's overall academic achievement level, for their prompting of generative-AI tools for the three purposes during short story writing. The study's findings suggest that teachers should be aware of students' purposes for prompting generative-AI tools to provide tailored instructions and scaffolded guidance. The findings may also help designers provide differentiated instructions for users at various levels of story development when using a generative-AI tool.

Large Language Models (LLMs) have exhibited exceptional performance across a broad range of tasks and domains. However, they still encounter difficulties in solving mathematical problems due to the rigorous and logical nature of mathematics. Previous studies have employed techniques such as supervised fine-tuning (SFT), prompt engineering, and search-based methods to improve the mathematical problem-solving abilities of LLMs. Despite these efforts, their performance remains suboptimal and demands substantial computational resources. To address this issue, we propose a novel approach, BEATS, to enhance mathematical problem-solving abilities. Our method leverages newly designed prompts that guide the model to iteratively rewrite, advance by one step, and generate answers based on previous steps. Additionally, we introduce a new back-verification technique that uses LLMs to validate the correctness of the generated answers. Furthermore, we employ a pruning tree search to optimize search time while achieving strong performance. Notably, our method improves Qwen2-7b-Instruct's score from 36.94 to 61.52, outperforming GPT4's 42.5 on the MATH benchmark.

A number of tasks have been proposed recently to facilitate easy access to charts such as chart QA and summarization. The dominant paradigm to solve these tasks has been to fine-tune a pretrained model on the task data. However, this approach is not only expensive but also not generalizable to unseen tasks. On the other hand, large language models (LLMs) have shown impressive generalization capabilities to unseen tasks with zero- or few-shot prompting. However, their application to chart-related tasks is not trivial as these tasks typically involve considering not only the underlying data but also the visual features in the chart image. We propose PromptChart, a multimodal few-shot prompting framework with LLMs for chart-related applications. By analyzing the tasks carefully, we have come up with a set of prompting guidelines for each task to elicit the best few-shot performance from LLMs. We further propose a strategy to inject visual information into the prompts. Our experiments on three different chart-related information consumption tasks show that with properly designed prompts LLMs can excel on the benchmarks, achieving state-of-the-art.

Background: Recently, ChatGPT and similar generative AI models have attracted hundreds of millions of users and become part of the public discourse. Many believe that such models will disrupt society and will result in a significant change in the education system and information generation in the future. So far, this belief is based on either colloquial evidence or benchmarks from the owners of the models -- both lack scientific rigour. Objective: Through a large-scale study comparing human-written versus ChatGPT-generated argumentative student essays, we systematically assess the quality of the AI-generated content. Methods: A large corpus of essays was rated using standard criteria by a large number of human experts (teachers). We augment the analysis with a consideration of the linguistic characteristics of the generated essays. Results: Our results demonstrate that ChatGPT generates essays that are rated higher for quality than human-written essays. The writing style of the AI models exhibits linguistic characteristics that are different from those of the human-written essays, e.g., it is characterized by fewer discourse and epistemic markers, but more nominalizations and greater lexical diversity. Conclusions: Our results clearly demonstrate that models like ChatGPT outperform humans in generating argumentative essays. Since the technology is readily available for anyone to use, educators must act immediately. We must re-invent homework and develop teaching concepts that utilize these AI models in the same way as math utilized the calculator: teach the general concepts first and then use AI tools to free up time for other learning objectives.

We discover that DALLE-2 seems to have a hidden vocabulary that can be used to generate images with absurd prompts. For example, it seems that Apoploe vesrreaitais means birds and Contarra ccetnxniams luryca tanniounons (sometimes) means bugs or pests. We find that these prompts are often consistent in isolation but also sometimes in combinations. We present our black-box method to discover words that seem random but have some correspondence to visual concepts. This creates important security and interpretability challenges.

Recent advances in large language models (LLMs), such as OpenAI-o1 and DeepSeek-R1, have demonstrated the effectiveness of test-time scaling, where extended reasoning processes substantially enhance model performance. Despite this, current models are constrained by limitations in handling long texts and reinforcement learning (RL) training efficiency. To address these issues, we propose a simple yet effective test-time scaling approach Multi-round Thinking. This method iteratively refines model reasoning by leveraging previous answers as prompts for subsequent rounds. Extensive experiments across multiple models, including QwQ-32B and DeepSeek-R1, consistently show performance improvements on various benchmarks such as AIME 2024, MATH-500, GPQA-diamond, and LiveCodeBench. For instance, the accuracy of QwQ-32B improved from 80.3% (Round 1) to 82.1% (Round 2) on the AIME 2024 dataset, while DeepSeek-R1 showed a similar increase from 79.7% to 82.0%. These results confirm that Multi-round Thinking is a broadly applicable, straightforward approach to achieving stable enhancements in model performance, underscoring its potential for future developments in test-time scaling techniques. The key prompt: {Original question prompt} The assistant's previous answer is: <answer> {last round answer} </answer>, and please re-answer.